Institutional Choice And Basic Education Teachers' Professional Development

Adam Smith said if the principle of every single piece of the society and that of the legislature coincide and act in the same direction, the game of human society will go on easily and harmoniously, and is very likely to be happy and successful. If they are opposite or different, the game will go on miserably, and the society must be at all times in the highest degree of disorder.Article 34 of the Education Law of the People's Republic of China provides that the state shall adopt a qualification-based post employment system. Since human behaviors always proceed under certain regulations, the system will by all means put impacts on teachers' professional behavior, which highlights a necessary system analysis. This paper analyzes the impact of the teaching systems upon the professional development of teachers, and will cover 4 categories, including education and major, teaching ability, moral code and the equal opportunities of teachers' development. This paper looks inside whether these 4 coincide with the internal demand of teacher professional development and whether they will limit such development, and propose the direction of future system reform.Chapter 1This chapter looks into the assumption born in the teaching systems, especially in the qualification-based system, which puts preference on higher education and ignores professional nature. By this analysis the chapter points out the system's limit on teacher professional development and disobedience against the education discipline. Teaching qualification system should therefore set up different classes based on different subjects and schools. The current rules which guarantees high certificate holders a qualification to teach lower levels should also be lifted to put more emphases on the professional nature of the Teaching qualification system.Chapter 2This chapter analyzes the effectiveness of the teaching ability on teaching systems, especially the post system. Since the post system of fundamental education established, the evaluation upon teachers have been highly influenced by the assessment mode of college teachers. Therefore, although the system sees some emphases on written evaluation, it faces challenges from an effective judge in practical operations. The practices within Shanghai indicate that the teaching system should introduce the practical teaching into the evaluation of teaching ability. Such system will better encourage teachers to improve their teaching effectiveness.Chapter 3This chapter first of all states that the moral code is an essential part of the teaching professionalism, but judgment on teachers' moral code by system is left in mere formality. One of the important reasons is the lack of participation from parents and students. Besides, the vague recognition of the differences between the function and characteristics of the moral code also caused the ineffectiveness of moral code evaluation.Chapter 4This chapter looks into the current employment system and points out the necessity to introduce a flow system as a complement of the employment system to ensure the equality of teachers' professional development opportunities. The chapter will also discuss the justification of establishing such flowing system and propose some principles in the system to ensure its compliance with the direction of the human resource institution reform.Chapter 5The first section of this chapter states the author's values of teaching systems selection, which put the teacher professional development in accordance with the student, school, and society development. The second section emphasizes a complementation effect with teaching systems. Since the teaching systems are profession-authorized systems and possess fundamental elements, an effective teaching qualification system will pose great impact on the teaching post and employment system. Therefore system complementation could be realized by the teaching qualification system reform.Any system relies on the recognition of all participants, and any such that complies with the demand of all participants will reduce the cost of decision-making and trading. This paper aims to discuss such compliance between teaching systems and teacher professional development.