The Developing Pattern Of The School-based Teachers' Training

The school-based teachers'training has its unique advantages for promoting teachers'professional development and thus it has become a main method to further teachers'education both at home and abroad. However, the school-based teachers' training in our country serves a twin purpose-guiding (controlling) teachers and promoting teachers'professional abilities. In other words, to some extent, the management of teachers is carried out through teachers'training.As a vice president of J Middle School, I have always been working in this school for12years since its foundation in1999. Having organized and participated in the school-based training program personally, I have experienced the development of the school-based training. In the whole process, I deeply feel that although it's been a long time since the government initiated the quality education and Shanghai began its second round of curriculum reform, the examination policy does not change itself in essence. On one hand,"the quality education" is in full swing, and on the other hand,"the examination-oriented education" is still performed strictly. The school managing still considers examination performance as its top priority. Under the specific national situation and school situation, and influenced by different management viewpoints, the theoretical school-based training in teachers'professional development usually plays a "different" role. It can be an achievement-oriented training, adopting a rigid management means which is like the one used to administrate the workers in factories, training teachers intensively, monitoring the quality, using quantitative assessment which has a strong feature of "laying much emphasis on the achievements, results and the scores"; And it can also be a "professional development-oriented" training which is based on humanity, paying attention to the working situation, satisfying the needs of teachers'development. Through my research, I have drawn a conclusion that the school-based training can not be easily labeled "good" or "bad". Each pattern has its own advantages and disadvantages and they can be adapted to different circumstances. As for which pattern to choose, we should consider the stage of the school's development, the organizing mode, the teachers'cultural psychology as well as some other factors. Therefore, the administrators should change the modes of school-based training according to the school's individual conditions and its trend so as to balance its aim and the needs of teachers'development, thus promoting the sustainable development of schools and teachers as well. Therefore, we may try to set up a mode "based on dialogue management" to realize the vision of "combining the teachers' achievement evaluation and their feelings of happiness" so as to promote the mutual development of both teachers and schools.This research mainly adopts the means of investigation research and of the action research. By using the questionnaires, studying the files, consulting the experts, analyzing the typical cases, and interviewing different people, I try every means to improve its validity and credibility. This research describes a real exploration of a specific school's "school-based" training during its whole development process (time span) since its foundation. I sincerely hope that it can enlighten school administrators to some extent, and thus make a contribution to the improvement of teachers'training program.