A Case Research On The Elementary Mathematics Teachers’ Professional Development

With the change of the community on the teachers’role expectations, and the teachers’own needs for professional growth, how to promote the teachers’professional development effectively is put on the agenda. At the same time, the teachers received special attention in the role and significance of the new curriculum. Professor Zhong Qiquan said:"The success of the new curriculum reform depends on the reform of the classroom teaching. The success of the classroom teaching reform ultimately depends on the transformation of the role of teachers." In such a period, talking about the teachers’professional development again is still important.In this paper, an elementary school mathematics teacher as the research object, using qualitative research to review, reflect and analyze the process of the elementary school mathematics teacher’s professional growth. By telling the stories on the process of his professional growth, analyze this teacher’s professional growth mechanism. In order to provide some reference and inspiration for the majority of the front line of the teachers’professional growth.This paper mainly consists of five parts:The first part is the preface. I will outline the background of this research, define the related concepts, summarize the current situation of this research, and illustrate the significance, purpose, ideas and method. Introduce some basic situation of teacher C, who played an important role in this research.The second part is the narrative part, which is one of the main bodies of this paper. Use the qualitative study in four phases to describe the stories of teacher C’s professional growth. Teacher C is difficult to adapt the teaching career at first. Then, he explores the teacher’s essence with "forward" faith, and gropes the direction of teacher’s professional growth. In a "tiny gains", he experiences the success, gains harvest, and shares ideas. At last, in the teacher’s happy life, he tastes the "share" and "gain", enjoying the fun of the education and teaching life. The third part is the analysis section. By looking back the process of teacher C’s professional development, it is not difficult to find that it is necessary to grasp the critical period, due to critical events, and also need the support of key figures.The fourth part is the enlightenment part. By interview with teacher C and reflect his development process, it will gain the nutrition for the teachers’professional growth. It is face setbacks bravely to promote self-growth; learning continuously to enhance self-accomplishment; reflection constantly to improve selves; cooperation with others to form a development community, and get the Allies support.The fifth part is the reflection part. It is mainly summarize and reflect the research methods of this study. Through to reflect the research methods, research process, and research results, hope can have a positive effect of future research.Through the above case study, I deeply understand that teachers’professional development cannot achieve overnight. It is also needn’t several decades to achieve a relatively satisfactory results. Actually, only on the basis of the teacher’s rational self-awareness, full of passion and thought of education, draw the forward strength from self teaching practices and social interaction, make learning and studying be a normal state, have the full use of what can be used, can acquire the basic way of professional growth.