The Research Of Primary School Maturity Teachers’ Professional Development

About teachers’ professional development, the main research content includes twoparts, one is teachers’ professional development process, the other is a teacher education,which promote the teacher professional development. For teachers’ professionaldevelopment, from the teachers’ professional structure is analyzed, also may carry on theresearch on the process of teachers’ education, but whatever the point of view, thedevelopment of teachers’ professional development is phased level progressive process.In this paper, the research of teachers’ professional development can be roughlydivided into five parts. The first chapter of the article introduction, is a brief introduction ofdilemma, and triggered by problems troubled article discusses the content. With the schoolfaculty stable cases, the managers in the context of mature teachers occupy largerproportion, should be deeply in teachers’ professional development; Summarize researchin this field at home and abroad, defined in this paper the scope and content we study.The second part, is to take a variety of ways to investigate case M elementary schoolteachers’ professional development general situation of maturity. With a variety ofchannels, control of school teachers structure, and clear professional development process,thus it is concluded that the teacher knowledge in professional development of teachers atthe main problem. Therefore, it leads to the driving force of teachers.The third part, M primary school cases mature practice of teacher professionaldevelopment. Through the summary of teachers’ professional development process,focuses on the characteristic section and in the process of new problems, analyze the rootcause of the problem and practical results.The fourth part, on the basis of the second chapter, according to professional featuresin-depth summary reflection, to explore teachers’ professional development bottleneck problem often encountered in mature to find breakthrough. Changes not only in view of theschool education system, should also arouse the enthusiasm of teachers, through the schoolteachers, two aspects of change, realize the teachers’ personal development vision, andschool management and education goals, make progress together in the end.The fifth part, in-depth reflection of teachers’ professional development, often occursin the development of the insufficient power of school teachers and managers should beanalysis problems carefully, understand the characteristics of the mature period of teacherdevelopment, mature teachers ought to state clearly, stimulate the driving force of teachers’professional development. Let the professional development of teachers’ career planning,so as to realize the expected effect of continued professional development.In today’s society development, teachers’ professional faces severe test, the diversityof education reform to teacher put forward higher requirements. Implement curriculumeducation reform, and guide teachers transform their roles. As a course developer,practitioners and managers to implement education, rather than merely teacher professor inthe past. Through the learning guide to urge teachers education technology, emergingconstantly charging, with more abundant knowledge reserves to cope with the challenge ofeducation. And into multiple groups of education resources society, parents increasinglyimprove education expectation, multiple social main body of education, makes teachersmore difficult in the face of the education problem. How to promote teachers’ professionaldevelopment, professional autonomy to solve the problem of education has become a hotspot of current education.Schools is a diversified teaching education management system, including teachers’qualification assessment and regulating the behavior of the teaching management strategy,easy because the student individual subjective, groups of copycat caused teachers fairquestion of management system, thus to stimulate teachers’ teaching enthusiasm. Thereforeschool administrators should study to establish a long-term management mechanism, toimprove the existing education system, not only to guide education management measures,make the teachers’ self development goals; Effective implementation and theimplementation of education initiatives, actively guide, teacher professional developmentto cope with new challenge.