Teacher Development School Study

In the current area of educational research, "teacher development school" is still an emerging issue. Existing practices prove that teacher development school has strong vitality and great significance to teachers'professional advancement, school's overall construction and students'overall development.This paper mainly adopts qualitative research methods and steps deeply into two typical teacher development schools of Qingdao. Through observation, lectures, interviews and various other activities, combing with collection and analysis of text or video data, this paper tries to present the construction processes, experiences and obstacles of the two teacher development schools to everyone for reflection and reference. It also tries to give an explanatory understanding of the meaning about teacher development school, which is a new-born thing.This paper can be divided into three parts. The first part is introduction, which mainly gives reasons of choosing the present topic, the background and courses of the research and also the collection and analysis of data. The second part is the body, which tracks down the development footprints of the two teacher development schools. Based on the characteristics of the two schools, the author generalizes their building modes as "experts-oriented-governance type" and "discipline-push type" respectively and gives different explorations. Through narrating objectively and carrying on the comprehensive study and understanding of the two teacher development schools, the author tries to show the richness and vitality of the true educational situations. The third part is conclusion and reflection of the present study, which illuminates that the teacher development school is a worthwhile career and also a developing cause. However, as to its construction, we have no fixed mode which can be abided by. Every school should choose its construction modes according to its characteristics. As for the role of teacher development schools, we should not exaggerate it casually, but seek multiple channels to promote teachers'professional development and all kinds of schools'constructions under the premise of giving full play to their strengths and roles.