School Teachers’ Professional Development Problems And Countermeasures

Key teachers are defined as “the teachers of high professional capacity and academic level, who play a central role in education, teaching and research work.” Training a large number of key teachers has a positive meaning to development of primary and secondary schools and to the in-depth reform of basic education in China. To implement “CPC Central Committee and State Council’s Decision on Deepening Education Reform and Promoting Quality Education”, “Notification of State Council’s Approval of the 21 st Century Education Revitalization Action Plan of the Ministry of Education” and “Primary and Secondary School Teachers’ Further Education Program of the Ministry of Education”, Yuelu District is intensifying the selection and training of young teachers, promoting the overall quality of teachers, building a team of key teachers to adapt to the need of education reform and development of the region, and enacting a more comprehensive policy for key teachers. Because there is certain guaranteed investment, more diverse training methods, emphasis on key teachers’ model role and rigorous evaluation, Yuelu District has achieved some success in construction of key teachers’ team, and has motivated professional development of the key teachers. In practice, however, there are problems like the lack of training focus and effectiveness of teachers’ professional development, inadequate support, burnout of professional development, bias on teaching evaluation, and relatively fewer opportunities for development of rural key teachers. The thesis, therefore, puts forwards suggestions as "effective development" should become the basic focus of the key teacher policies; make use of regional advantages; enhance the cooperation of the district schools; co-build a network of teachers’ professional development; base on school and reduce resource control; evaluate scientifically, trying to achieve the multiple combination of evaluation body and the unification of the evaluation process and the result; encourage teachers to carry out high-quality education research activities.