A Study On The Model Of School-based Teacher Professional Development

Teacher professional accomplishment is professional knowledge, professional ability and professional cordiality ternary blend factor relatively organisms. The professional knowledge is the premise, the professional is the foundation of affection, the professional ability is the key. Began in 2000, the eighth elementary education curriculum reform, from the "national training ", "provincial training ", "city training ", implements the quality basic education teachers’ professional knowledge shift,however, their professional skills and professional affection bred seem to have little effect. Back to its roots and ascension and the ability of implication education need soil- teacher practical work of the school, teacher’s teaching classroom, the time of teacher’s interaction of their students. To this end, "turn to school", "back to the classroom", "respond to students", become era calls for basic education teachers’ professional development.School-based teacher professional development model, a kind of teacher professional development mode, the idea is based on school geographical environment, through the development of school based teacher professional development activities promote the development of the teachers, to realize the development of the school and the teacher "double win" results. Therefore, this study around the "how to effectively continue to facilitate teachers’ professional development" this one theme exploration and analysis, answer the "why the problem of teacher professional development model want to school", "how to construct the school-based teacher professional development mode theory", and "school-based teacher professional development mode is feasible, to answer this kind of problem, this paper using the method of literature analysis, case study, etc. This paper includes a total of six parts.The first part: introduction. Combed the teacher professional development model studies concluded that the teacher professional development theory to study at an early stage, different schools and teachers need different development model, the traditional "top-down", "batch", "learning theory" of teachers study and training mode can’t meet the development needs of teachers, teacher professional development model based on school study is less, the content of the research presented in this paper, the method and value.The second part from three aspects of theory, policy and practice reveals why want to return to the school teachers’ professional development. Teacher’s professional development theory,is the essence of teachers’ subject status, short-term and long-term objectives, and sustainable. Second, the teacher education and training policy, can see the teacher professional development mode innovation is the result of policy guidance. Look at the current situation of teachers’ professional development, however, still exist in theory and practice, planning and complexity, the triple contradiction between individual and group. As a result, analysis for teacher professional development school practice provides the feasibility, possibility and inevitability.The third part is the key to construct the school-based teacher professional development mode theory, the first illustrates the model theoretical basis comes from learning theory, teachers of teachers’ professional development theory, learning organization theory, and the theory of action learning, from geography, politics, organization, three properties illustrates the connotation of the school-based teacher professional development model. And reveal the characters of model, namely the pertinence, autonomy and diversity. Thus constructs the "center of a tripartite drive four link" school standard pattern, namely "one center" teacher development center, "the three drive" refers to the expert guidance, inter-school cooperation, teachers help each other, "four link" including problem analysis and diagnosis, design and supervision, with start, school-based action feedback and summary, implementation of teacher professional development and open continuously dynamic process.The fourth part expounds the standard of teachers’ professional development school support condition, based on the practice of how to effectively school standard model theory, from the internal mechanism and external guarantee two aspects has carried on the exploration and explanation.The fifth part through case studies, with “A” school, in the object of study in chongqing, reveals the school teachers’ professional development pattern practice exploration. This part firstly describes the basic situation, teacher development in “A” high school are faced with the problem and present situation analysis and finishing, through various interviews and survey found that the core issue of teacher development faces is the traditional concept on teachers, teaching methods is relatively single practical problems, such as belong to the professional development of teacher’s professional cordiality and professional ability of two factors. And analyzes the conditions for the development of high school have the teacher education guidance expert team, league college resource sharing and system guarantee of teacher’s development, in view of the current situation of the development of “A” high school teacher, the formulation and implementation of the concept of "teachers promotion project", "teachers teaching ability promotion project", "teachers’ professional development self design engineering", promoting teachers’ independent development, teaching ability and self development planning, etc.The sixth part is the conclusion, including the implementation of “A” middle school teacher professional development mode innovation summary and reflection, as well as the analysis and Suggestions for the promotion of the mode of practice.