The Study On Expert Teacher’s Professional Development Based On Literacy

Currently, Literacy has become a widely concerned topic in the field ofinternational education. UNESCO defines it as:―The ability to identify, understand,interpret, create, communicate and compute, using printed and written materialsassociated with varying contexts.‖It emphasis on training students in knowledgeobtaining, reflection, evaluation and application ability.As a professional educator, an expert teacher, compared with the generalteachers, need to teach the students more things: how to get a better understanding ofliteracy, and applied it in the teaching, paying attention to the cultivation of studentsability to read and write; how to promote the growth of expert teachers themselves,even the students appear is very necessary.Based on this, around the impact of the literacy on expert teacher professionaldevelopment, the study involves three parts: the first part is to strip expert teacherread the specific requirements of literacy development from the UK, U.S., AustralianNational Professional Standards for Teachers in order to clear national expertsteacher literacy development objectives; The second part is to clarify the expertteachers’ literacy" do "the specific requirements by referencing the contents ofStandards for Middle and High School Literacy Coaches which is issued by theInternational Reading Association in collaboration with National Council of Teachersof English, Mathematics and Science, and The Literacy Coach which is issued byAlliance for Excellent Education; In the third part, the author chooses a High Schoolmath subject expert teacher and a Chinese subject expert teachers as the researchobjects, in the form of case studies, analyzes and summarizes literacyaccomplishment of our expert teachers’ professional development and the specificimpact of factors to explain the importance of reading and writing literacy expertteacher professional development. On this basis, the author intends to construct astandards of the development of expert teachers’ literacy to further guide practice.