Research On Professional Development Of Young Teachers In Universities Or Colleges Based On Teachers' Theory Of Professional Career Cycle

The 21st century has attracted more and more attention and expectation to education. As the college enrollment has expanded since the late 1990s, Chinese society has set a higher and higher expectation for the construction of higher education in the new century. The key factor to achieve these expectations depends on the construction of new patterned teachers.This thesis focuses study on the regularity in the process of teachers'professional development and the process of how beginning teachers grow into professional ones. With the existing foundation of realization of teachers'specialization mode, we see the young teachers'pre-service training, vocational education, and on-the-job training as a complete process, guided by a school-based teacher professional development research. It explores how to promote the young teachers'professional development from colleges and universities. This paper firstly used questionnaire to investigate the current situation of young teachers'professional development; then it used interviews with teachers on their professional development to do stage-analysis; finally, using comparative analysis, it arrived at these conclusions:First of all, our colleges lack the platform construction in promoting the young teachers'professional development; young teachers don't even know how to carry on the project research and how to undertake the task of declaration management. Respondents in 59 percent of the teachers think that individual struggle and hard work is the primary factor in the growth of young teachers. Teachers'Organization has a very important role in the professional development of young college teachers. Young teachers who joined the organization-through communication, cooperation, and exchange of ideas with others-can effectively promote their professional development, shorten the professional development process, and become more efficient due to their own self-development efforts save.Secondly, in order to promote the professional development of young teachers, we suggest that the colleges use the institutional research level as a starting point. By using scientific teacher evaluation and guidance methods, strengthening teachers'self-professional development needs and promotes self-awareness from the teachers themselves; young teachers can achieve the goal of self-renewal orientation in their professional development.Finally, through the analysis of the present situation of our colleges'construction and the young teachers'professional development, we think that the research on the stage of young teachers'professional development is the key point, therefore our research also should be a dynamic process. For the young teachers under the age of 40 in universities and colleges, this process includes focusing on the foundation of the pre-service preparation stage; focusing on the adaptation in the initial stage; focusing on the construction in the professional stage; and focusing on the improvement in the divergence of re-evaluation stage.