Situations And Obstacles Junior Science Teacher Professional Development Under The New Curriculum

The New Curriculum Reform has lasting for13years, most of the implementation effect of the curriculum in practice depends on teachers. The teacher’s professional development is key element to the success of curriculum reform. Therefore, understanding the status of teacher professional development, and analyzing the obstacles that appear in teachers’ professional development in the New Curriculum Reform are foundations to improve the effectiveness of the New Curriculum Reform.In this paper, a case study is used, three junior secondary science teachers in a middle school in Beijing were observed and interviewed in depth to understand the current situation of teachers’professional development under the New Curriculum Reform, and analysis the obstacles to this three teachers’ professional development, and propose appropriate strategies. This article is based on the theoretical framework of teacher professional structure. Analyzing the three cases in teachers’ professional knowledge, professional skills and professional affection.And summarizing external and inherent two parts in the material collected from the survey. Barriers to the external environment including:national policies and school management, teachers’ groups and students’needs. Teacher’s self-awareness and the survival state are also the insurmountable obstacles in teachers’ professional development process.In the lights of the survey results, summing up following strategies:(a)draft policy under the local conditions, according to the prevailing local circumstances to formulate appropriate policies;(b) Teacher Education should emphasize Normal Students’ comprehensive quality, to improve teachers’ professional competence fundamentally and promote Normal Students’ understanding and recognition the teaching profession;(c)change the concept of teachers’profession development, let teachers’ professional development become the internal motivation and the inside needs;(d) build a good working environment to enhance internal and external collaboration, and promote communication and cooperation among teachers.