A Phenomenological Inquiry Of Teachers’s Professional Guilty In Primary Schools

Teacher is experiencing ups and downs of their own life in the process of enlightening many students. Therefore, to understand teachers’ different kinds of experiences are the foundation of modern basic education reform, which also are logical growing points of understanding teachers’ guilty emotions. However, what is teacher’s professional guilty experience in teacher’s mind? What does the professional guilty experience include? What is the essence of professional guilty experience?Hence, we will describe the whole appearances of teachers’ professional guilty experiences in primary schools,keep them as the starting point for this research to enrich our understanding through a phenomenological inquiry of their experiences.Finally, through this process, we can formulate the educational wisdom concisely. The purpose of this research is to formulate a scheme of teachers’ professional guilty experiences in primary schools in order to examine their impacts on education and outcomes rationally.This research mainly uses some methods of conversational interviewing,observation and documentation collection. In the process, we collect experiences of different teachers’ professional guilty in elementary schools, which are deeply original descriptions. We try to find the structure and essence of professional guilty. It is found that the structure of professional guilty have many types, first type: self-accusation,which contains self-accusation in anger, annoyed remorse, self-abuse of improper management, wronged remorse, blamed bias, discrimination of careless behaviors,guilty conscience; second type: regret, which concludes regret of mistake, regret of hurting students, regret of fluke mind, regret from misunderstanding, regret of bad temper;third type,abashment,such as,reflective abashment,incompetent abashment;forth type: guilt, such as, anxious grievance, sorrows of being excluded, “distressed”,guilt of absent responsibility, bitterness of anger, regret from encouraging students to cheat;fifth type: uneasy feeling, like restlessness after impulsion, compassion for the wounded students, guilt of doing private business in a public way.Phenomenological inquiry is the study of essences. Through detailed phenomenological analysis, some traits of professional guilty are disseminated,orderliness, morality, intellectual property. At last, we want to construct properprofessional development for teachers through exploration of pedagogical significance, which can drive the “actuator” of promoting professional development of teachers; call teachers to express love intelligently; form humanism spirit; inspire teachers to seek truth and goodness; improve teachers’ consciousness of moral self-discipline; and better the relations between teachers and students.At last,according to research results, we can draw some conclusions: firstly,professional guilty reflects various educational resources; secondly, professional guilty gives expression to a kind of life feelings; thirdly, professional guilty represents in moral function; fourthly, professional guilty contains the essential factors of morality. Consequently, The research has been put forward some suggestions: first of all, teacher should adjust to the intensity and styles of guilty emotions positively;secondly, teacher should learn how to judge students rationally; Moreover, teacher should shape emotions of “transposition consideration”.