A Case Study Of The Influence Of Chemistry TRS’ Observation And Evaluation Of Classroom Instruction Over The Professional Development Of Junior High School Teachers

With the continuous deepening and promoting of quality-oriented education and curriculum reform, the issue of teachers’ professional development is becoming increasingly important and urgent. In a sense, quality-oriented education and curriculum reform can not be expected to be successful without the continuous professional development of teachers. As researchers and practitioners of the new curriculum theory and practice, teaching and research staff (hereinafter referred to as TRS) should play a leading role in the professional development of teachers, which is mainly reflected in the observation and evaluation of classroom instruction.This paper uses the method of case study, by selecting a key teacher(hereinafter referred to as Teacher A) and an ordinary teacher (hereinafter referred to as Teacher E) from junior high school located in Erdaojiang District,Tonghua City, concentrating on chemistry TRS’observation and evaluation of classroom instruction, and analyzing the influence of chemistry TRS’observation and evaluation of classroom instruction over the professional development of junior high school teachers. Firstly, based on collecting data via literature reviews, interviews, direct participation and observation in the classroom, etc., this paper gives the description and analysis of the professional development status of Teacher A and Teacher E. Secondly, this paper, according to analysis of the case study, develops appropriate plans on observation and evaluation of classroom instruction, and implements the guidance for observation and evaluation as well. Thirdly, this paper analyzes the influence of chemistry TRS’observation and evaluation over the professional development of Teacher A and Teacher E. The findings show that the chemistry TRS’ observation, evaluation and guidance of classroom instruction influence both Teacher A and Teacher E in terms of educational concepts, professional knowledge, and professional competence. Individual teacher and school are the main factors which contributes to the influence of chemistry TRS’ observation and evaluation of classroom instruction over professional development of Teacher A and Teacher E.To further improve the professional development of junior teachers via the district or county TRS’observation and evaluation of classroom instruction, according to the findings, this paper presents some suggestions to enhance the effectiveness of above-mentioned TRS’observation and evaluation of classroom instruction.