A Case Study Of School Teacher Professional Development System

Teacher Professional Development System comes from the certain social and educational background. The research on teachers'professional development became mainly schools-based only after the 1990s. This thesis is a case study on the Teacher Professional Development System of Shanghai DT Middle School."Teacher Professional Development System" is one main component of "the school system", it includes" the formal system " and "informal system". Formal system is the written regulations which promote the professional development of teachers. Informal system is the unwritten influential parts like moral standards, customs and habits.The rationale of this thesis is the Institution Change Theory of New Institution Economics.The first chapter is a general presentation of the reason, the rationale, the research field, the status quo domestically and abroad, as well as the research plan.The second chapter expounds the theory of this research applied-the Institution Change Theory, including its origin, meaning, functions and characteristics, accordingly, the change theory of Teacher Professional Development System was constructed.The third chapter puts forward the problem the thesis targets. By the ways of observation, interview and literature research, the writer investigates the present situation of the teachers'professional development in DT middle school. By listing and analyzing the predicaments existed in the teachers'professional development, the writer gets that one main cause is the insufficiency in institutional supply.The fourth chapter is the analysis of the problem. It analyzes the reasons of the insufficiency in institutional supply on the basis of the questionnaire about teachers'ideas. The data is processed by the combination of grey relation analysis and the percentage processing. Based on the results of the survey, together with observation, interview and literature research about the school, the writer analyzes thoroughly the reasons from the perspective of Institution Change Theory. The reasons are mainly as follows, the historical background of the school; the limitation of the assessment executed on the school by government; the lack of knowledge, willingness, and ability of the main subject of the institution; the ill-coordination of the inner interest of teachers;the lack of trust and understanding among teachers, the shortage of the school culture on cooperation.The fifth chapter is the problem-solving part. According to the results of the analysis, combining the characteristics of institutional changes and reality of DT Middle School, the writer puts forward the solutions to the institutional provision. First, make the better usage of the government; secondly, coordinate the interests among different parts inside the school and push forward the induced institutional supply orderly while promote the related school culture construction.