An Empirical Study On Professional Development Of Science Teachers In University

Since twenty-first Century, teachers’ professional development has become the trend of international teacher education reform, which has been paid more attention by many countries. As early as the seventy or eighty’s of last century, the higher education in developed countries, such as Britain and the United States, has realized the importance of teaching. The research on the development of University Teachers’ professional development is gradually rising. In our country, the professional development of teachers in colleges and universities started late, and the professional development effect remains to be verified. In order to investigate the basic situation of the professional development of teachers in colleges and universities in China, the research group has carried out a investigation which is based on the perspective of teachers, through a large sample empirical research method, takes science teachers in colleges and universities of 31 provinces and cities in China as an example, and uses multum in parvo logic, to explore the teacher professional development reality and the ideal situation in China.Survey results show that: in the consciousness of professional development of teachers in colleges and universities, the majority of teachers have yet to profoundly realize the importance of professional development, and overall awareness is not high; in the content of professional development, the proportion of research and development, teaching development, service development, ethics development are in imbalance; on the way to the professional development, common ways to effect are not good, and the effect of good ways are not commonly used. In the ideal arrangement of the content of teacher professional development, the vast majority of teachers think: teaching development ideal ratio should be maintained at between 40% and 60%, the research and development of the ideal proportion should be maintained at between 20% and 40%, the ideal proportion of service development should be maintained at between 20% and 40%. In the way of teachers’ professional development, teachers of different types of universities and different professional titles are different in the way of teacher professional development. The probe measured the ideal state of the professional development of teachers in colleges and universities, in order to achieve this ideal state, we need the corresponding reform: balance the role of teachers; teacher assessment system reform; promote professional development way "adjust measures to local conditions".