Newly Teachers' Professional Development

On the process of popularization of higher education in our country, newly-established universities have played a great role. During its further development and the popularization, the situation of school-running of newly-established universities will have great influence on the structure, the quality and effectiveness of higher education in China. Thus, it is very significative to deepen reforms, to fasten the transformation and promote their healthy and sustainable development for themselves.Professional qualities of teachers are the basic influencing factors for higher universities to promote their talent training quality, their research level and the social serving abilities. During the reform and development of newly-established universities, the situation of teacher professional development has become the crucial problem. On this background, the study on teacher professional development in newly-established universities has more necessity and practical guidance values. On the basis of analysis the concepts of teacher professional development and teacher professional development in higher universities, the paper concludes the connotation of teacher professional development in newly-established universities. It puts emphasis on the"particularity"compared to teacher professional development in higher universities.Actually, newly-established universities are closing to the real teacher professional development by various ways, and the situation of development has been improved constantly. But no matter on the concepts or on the mechanism construction, there still remains many problems in teacher professional development of newly-established universities. These problems include: people'cognizance to the necessity and significance is not strong enough. Teachers lack of initiative and positive of self-development. Their professional knowledge becomes old and lacks of renewing. Teachers'research ability is low and their research results are not too many. Their social service consciousness is weak. The factors bringing about these problems include the reasons from and also out-of-teachers. For example, teachers lack of modern education idea, and inner motion of professional development. Schools haven't realized the meaning of teacher professional development and are short of corresponding incentive and safeguard measures. Newly-established universities lack of resources because of its school conditions, and so on.In view of this situation, the paper carries on systemic analysis to the teacher development models in American, England and Japan, three developed countries in higher education. Also from the experiences, the paper concludes their successful experience and practice, such as, launching multilevel cancellation of training, establishing certain teacher professional development organizations, carrying on target-oriented training and so on. It is of enlightening value for newly-established universities to absorb and draw this experience.In combination with the situation of teacher professional development in newly-established universities and the international experiences, the paper puts forward concrete strategies to facilitate teacher professional development, such as renewing education idea promptly, setting up scientific university education idea, making perfect plans about career for teachers to strengthen the initiative of development, attaching importance of teaching sciences study at the same time when strengthen science study ability, reforming professional organizations and constructing professional learning communities and so on. Of course, teacher professional development itself is a growing process, and the professional development in newly-established universities can not reach aim in one move. It needs sustainable development and various strategies to work together.