Research Professional Status Of Teachers In Educational Change

Education reform is a complex system. This paper analyzes the teachers and the professional status of teachers in educational change in the complexity research perspective. In generalizing basis of the study of professional status of teachers’ theoretical foundation and practical evolution, it discusses the simple and complex way of thinking in the study of the professional status of teachers. It also analyzes the complexity of teachers and the professional status of teachers in educational change; try to construct an analytical framework of professional status of teachers-"starting from the teachers". This research result is formed both on the theoretical research and the logical analysis.This paper proposes the transition from the simple to the complex way of thinking in the professional status of teachers study. Simple way of thinking in the study of the teachers’ professional status because of its inherent flaws is the main reason for the lack of research. The basic viewpoint of complexity theory and research progress provides a new theoretical perspective for the study of professional status of teachers.This paper describes the nature, characteristics, ways of thinking, implementation path, and the main force of educational change in the complexity perspective. Educational change is the synchronic and diachronic background of the teachers’ professional status study, a direct impact on the effect of teachers’ professional practice and possible room for improvement. Meanwhile, the promotion of the professional status of teachers is also an inherent requirement of the educational change.This paper focuses on the teachers’ complexity in educational reform and the complexity of the professional status of teachers in educational change. It analyses teacher as the adaptive body in the complex adaptive system with self-organizing, self-similar and behavior emerged characteristics. From the three levels of the ontology, epistemology and methodology, it focuses on the meaning, complex features and research methods of the professional status of teachers in the complexity research perspective.Try to build a analytical framework of the professional status of teachers-"starting from the teachers", focuses on the teacher’s own professional upgrade, it embodies the process of the reinforcement of teachers’ professional theory and reflection, the promotion of teachers’ change consciousness and capacity, and the implementation of teachers’ professional power and responsibility. Start discussion from a series of the core content of the professional development of teachers, such as the theory of teachers, reflective teaching, transformative practice, the sense of participation, capacity to change, action research, professional autonomy of teachers and teachers’ professional learning community.Complexity theory with its appropriate and rationality to the study of the teachers’ professional status, which can effectively highlight the role and value of teachers in educational change, improve effectiveness of educational change and promote teachers’ professional status in educational change through the examination of complexity. In summary, this paper reveals the inherent relationship of educational change and professional status of teachers; analyze the complexity of the meaning and promotion of the teachers’ professional status in educational reform, in order to achieve the clearness of the theory and practice in the study of professional status of teachers.