A Study Of Generating Mechanism About Teachers’Professional Development Power In Primary And Secondary Schools

Since the1960s, teachers’professional thoughts have arisen. Teachers’ group specialization and individual professional development have become the important topics in the research of the scholars. In the new period of national basic education reform, teacher’s professional development has become the key factor to promote the curriculum reform. However, in teaching practice in primary and secondary schools, teachers occupation burnout flowed as a ghost in groups of teachers, it not only affects the physical and mental health of teachers, but also not conducive to the development of education. Deeply investigating the reason, it is the lack of power in primary and secondary school teachers. Therefore, improving teacher’s occupation happily feeling and promoting teachers’professional development mainly devote to arouse teachers’professional development power, and the key lies in the generating mechanism construction of teachers’professional development power. So, this article systematically researched the generating mechanism of teachers’professional development power.The dissertation is divided into seven parts:Part one:Introduction. This part mainly introduces the research background, questions, literature review, purpose and significance, research routines and methods, research focus, difficulties as well as innovation. Part two:The definition of generating mechanism of teachers’ professional development power. After analyzing profession, teachers’ professional development, teachers’professional development power, the dissertation holds that the generating mechanism of teachers’ professional development power mainly includes two aspects:one is the construction of teachers’ professional development power; the other one is the mechanism which arouses teachers’ professional development power. Therefore, the generating mechanism of teachers’ professional development power is the mechanism which promotes teachers to continuously learn, enhance and improve.Part three:The theoretically construction of teachers’ professional development power in primary and secondary school. This is based on Lewin’s field theory and combined with teachers’ teaching practice. The system consists of teachers’ subject power, school field power and social field power.Part four:The investigation of teachers’ professional development power in primary and secondary school. The description and analysis based on the survey of teachers’ professional development power in B area, Y area and R County, in Chongqing. The presentation Separately talked from the basic situation of the investigation;The statistics and analysis of research data and so on. Finally draws the research conclusion:1.Teachers’ professional development power in the middle and lower level and the difference is bigger in primary and secondary school;2.The primary and secondary school teachers’ professional development power came mainly from teachers themselves;3.Primary and secondary school teachers’ professional development power is greatly influenced by external factors;4.The primary and secondary school teachers’professional development power generation need the system to protect;5.The difference of teacher’s professional development power exist in different groups in primary and secondary schools.Part five:The generating mechanism construction of primary and secondary school teachers’ professional development power. On the basis of investigation and analysis of teachers’ professional development power, the generating mechanism of teachers’ professional development has been rationally constructed. It is mainly based on two logics:quantitative analysis, finding out the main related factors which affected the generation of primary and secondary school teachers’professional development power; qualitative interpretation, exploring the practical logic of teachers’ professional development power generation. After refining the main generation mechanism factors of teachers’professional development power, which include with reasonable target, reflection on practice, the reform of school culture and supportive environment, so as to construct the generating mechanism of teachers’professional development power.Part six:The practical expression of teachers’professional development power generating mechanism in primary and secondary school. This part theoretically analysis teachers’professional development power generating mechanism, at the same time, concretely described the practice application of teachers’professional development power generating mechanism in primary and secondary school. Firstly, reasonable target is the generating starter of teachers’professional development power generation in primary and secondary school; secondly, reflection on practice are the vectors and the deep reasons of teachers’professional development power generation in primary and secondary school; thirdly, the reform of school culture is the active factors of teachers’professional development power generation in primary and secondary school; finally, supportive environment is the protective condition of teachers’professional development power generation in primary and secondary school.Part seven:Conclusion. The part has summarized the research of teachers’professional development power generating mechanism in primary and secondary school, at the same time, pointed out that the aim of education is to make a real man, the purpose of the generating mechanism construction of teachers professional development power in primary and secondary school is to make teachers become teachers, become a poetic man, inhabited poetically in the earth education.