Research On Teachers' Professional Development From The Perspective Of Process Philosophy

Teachers' professional development is an important factor affecting the quality of education.It is also a teacher's pursuit of professionalism and self-worth.Teachers' professional development is a process of continuous deepening of the teacher professional,and it has gradually become a hot topic of teacher education research.It has become the direction of teachers' practice and teachers' behavior reform.It illustrates the importance of professional development of teachers,but existing research mainly focuses on macro attitudes,one-sided views,and professional development perspectives,ignoring the autonomy,generation,situation,and creativity of teachers' professional development.And Process philosophy as a science emphasizing individual generation,it is also a hot topic in contemporary Western philosophy.It is characterized by procedural,relational,creative,and integrated.It is increasingly concerned and valued by scholars and applied to teachers' professional development.So the research is a new attempt,which highlights the individual and internal roles of teachers,it helps expand the research horizon of teachers' professional development.Therefore,it has great theoretical and practical significance to examine teachers' professional development from the perspective of process philosophy.Based on the existing research results,this article adopts the literature research method and the case analysis method to carry out research,and analyzes the status of process philosophy,teachers' professional development and teachers' professional development research from process philosophy,and summarizes the process.From the perspective of process philosophy,the significance of teachers' professional development include teachers' self-role,professional knowledge,professional ability and practical wisdom.And teachers' self-role is the embodiment of teachers' professional development.The professional knowledge is the foundation of teachers' professional development,and the professional ability is the protection of teachers' professional development.The practical wisdom is the key to teachers' professional development.Consequently,this article proposes strategies and suggestions for teachers' professional development from the perspective of process philosophy in order to improve the teaching efficiency and quality of education,promote the professional development of teachers,and reflect the value of teachers.The text is divided into four parts:Part I: Introduction.This article explains the reasons for the topic,and collate relevant researches on process philosophy and teachers' professional development at home and abroad on the basis of existing literature.Afterwards,this article gives a brief review of research on teachers' professional development in the view of process philosophy,it also indicates the research ideas and research methods.This paper have clarified the purpose and significance.Part II: The significance of teachers' professional development in the view of process philosophy.Based on the understanding of process philosophy,teachers' professional development is regarded as a process of continuous change and continuous generation.First of all,it clarifies the connotation of teachers' professional development from the perspective of process philosophy and forms a dynamically generated concept of teachers' professional development.It holds that teachers' professional development is the process of individual creation,creativity,self-development,and practice community.Secondly,it points out the perspective of process philosophy.Under the characteristics of professional development of teachers,it contains the four characteristics of growth,including autonomy,situation and creativity.So we have clarified what is special about the professional development of teachers.Finally,it reveals that teachers' professional development has awaken the role of teachers' consciousness,inspired teachers to create desires,guided the value of teachers' multiple cooperation from the perspective of process philosophy.And we understand the research value of this article.Part III: The appeals of teachers' professional development in the view of process philosophy.This part combines the basic content of teachers' professional development,and elaborates the new content of teachers' professional development from the perspectives of process philosophy,including subject,knowledge,ability,and wisdom.The subject appeal is expressed as the shaping of the self role.The knowledge appeal is expressed as the acquisition of professional knowledge.The ability appeal is expressedas the shaping of the professional ability.The wisdom appeal is manifested as the development of practical wisdom.The article summaries the characteristics of these four points from perspective of process philosophy.And the results of the existing research were summed up the current problems that teachers have the recognition of professional identity,the development of professional ethics,the acquisition of professional knowledge,the enhancement of professional competence,and the development of practical wisdom.Teachers could clearly define their own development direction and clarify their own development goals.Part IV: Strategies of teachers' professional development in the perspective of process philosophy.From the aspects of external support and internal needs,the article points out how teachers should develop their own professionalism from the perspective of process philosophy.First of all,the teacher should actively construct a community of teachers' practice to provide external support for the professional development of teachers.Secondly,the teacher should improve the professional self-sole of teachers and lay a foundation for the professional development of teachers from the internal needs.In the strategy of improving teachers' self,teachers are required to update teachers' professional development concepts,cultivate teachers' professional development awareness,shape process teaching concepts,and strengthen the integration of knowledge and ability.So the teacher could truly establish self-roles,expand rich professional knowledge,and enhance their professional capabilities.The formation of education practice wisdom to achieve a full range of professional development of teachers.