A Study About The Secondary Normal School To Teachers’ Professional Development During The Upgrade Transitional Period

In the development process of Chinese secondary normal schools, teachers played a critical role in the education for students in these schools; therefore, a key issue in school education is the teachers’ professional level, which is related not only to the development of school education, but also to the progress of students and the specialization level of future primary teachers.China’s reform, opening up and modernization drive have entered a new stage.Meanwhile, facing new demands and challenges both in systems and training patterns,teacher education is also at a critical stage of reform and development. To further deepen the reform of teacher education, educational administrative departments in Shandong Province have adjusted the layout structure of secondary normal schools: the establishment of secondary normal schools has been canceled and teacher education has been transferred from third level normal schools to second level ones. In the special period, both the development of secondary normal schools and teachers in these schools have to face unprecedented problems. As a result, teachers’ professional level, playing a key role in education, also faces new challenges. This study, starting from the problems existing in the process of transformation and upgrading of secondary normal schools and the problems the teachers encounter in this transition period, is to analyze teachers’ professionalization mode and to put forward suitable effective measures in the process.This study is divided into five chapters.Chapter One is introduction. This part aims to put forward the issue and explain the research background and significance.The problems and the analysis of their causes in the transition process of secondary normal schools constitute Chapter Two.Chapter Three covers theoretical analysis of teachers’ professionalization mode.Chapter Four is conclusion. This study suggests that factors influencing teachers’ professional level mainly includes the following:1. The teachers are lack of thought changing. Being short of university education ideas, the teachers can’t adapt to the educational work after transformation2. The teachers are lack of research capacity and they can’t grow into expert teachers quickly.3. Teacher training at campus lags and inter-school exchanges are lacked.For upgrading secondary normal school teachers’ professional development during the transitional period of the effective countermeasures:Individual initiative development strategy: Rapid change ideas, set up the concept of university education; Update professional knowledge and ability structure, promote the development of professional ability; Strengthen the reflective teaching, change the secondary normal teaching mode.School level promotion strategy: Establish a reward incentive mechanism to promote the professional development of teachers; Establishes a system of teacher professional development school; Build a multi-level and systematic system of school-based training; Establish tutor system.Creating learning research campus environment, establish campus reading type:Rich learning materials, Keep the network information flow; Construction the high efficient teaching team; Configuring research equipment and other teaching resources;Create a favorable psychological environment.Chapter Five is conclusion.Through the analysis of factors influencing teachers’ professional development during the transition process of Penglai Normal School, this study puts forward strategies for teachers’ professionalization of secondary normal schools from the levels of schools, teachers and students.