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Research On The External-Driven Professional Development Of Primary School Teachers From The Perspective Of Adult Learning Theory

Posted on:2020-03-22Degree:MasterType:Thesis
Country:ChinaCandidate:J Q LanFull Text:PDF
GTID:2417330572992372Subject:Adult Education
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Education is the foundation of a century's plan,and teachers are the foundation of education.In recent years,The external-driven professional development of primary and secondary school teachers has achieved some results,but there are still some shortcomings.In essence,it mainly neglects the adult status of teachers and the principal position of teachers in the process of development.As the guiding light of adult learning,adult learning theory illuminates the direction for us to understand the connotation,influencing factors and methods of adult learning,and provides theoretical support for us to improve the level of teachers' professional development.Under the guidance of adult learning theory and drawing lessons from previous research results,this study constructs a structure model of primary school teachers' external professional development from the perspective of adult learning theory,compiles a quality evaluation scale of primary school teachers' external-driven professional development,and grasps the current situation of primary school teachers' external-driven professional development scientifically by means of questionnaire survey and interview,and analyses the crux of the problem,and gives out the results.The strategy of promoting the level of teacher's external-driven professional development is put forward.The ideas of this study are as follows:Firstly,the introduction elaborates the background,problems,significance and research route of the paper,and defines the core concepts of teachers' professional development,external-driven professional development of teachers and external-driven professional development of primary school teacher.By using the method of literature analysis,this paper summarizes the existing research of our country and foreign countries,and then determines the direction of this study.Secondly,it constructs the structure model of primary school teachers' externaldriven professional development from the perspective of adult learning theory.The model includes four dimensions: demand analysis,content planning,project implementation and effect evaluation.On the basis of the model,this study also compiled the Primary School Teachers' Outward-Driven Professional Development Quality Assessment Scale,which includes the preparation of the initial scale,the test and the analysis of the test results.After deleting and modifying the questions,the formal scale is formed.Finally,a random sample of Jiangxi Province was used to investigate the scale,and the results were analyzed to determine the reliability and validity of the scale.Thirdly,based on the results of the survey,the differences between the whole scale and each dimension were analyzed.In this part,the data analysis software SPSS17.0 is used to analyze the first and second parts of the scales collected,and then to dig out the potential problems of the development status of primary school teachers' external-driven profession and analyze the crux of the problems,so as to grasp the status quo of primary school teachers' external-driven profession scientifically and accurately.Finally,on the basis of primary school teachers' external-driven professional development structure model,data analysis,comparison and interview results analysis,and integrating adult education theory,situational learning theory,informal accidental learning theory and other adult learning theories,the paper diagnoses the development needs from the following perspectives: individuality-oriented;planning development content: demand-based;building development platform: Informal learning as a supplement,innovative development methods: strengthen practical participation;improve development evaluation: focus on practical effects,etc.,put forward countermeasures to improve the effect of primary school teachers' external-driven professional development.In addition,the paper also summarizes and reflects on this study,and summarizes the shortcomings of this study,with a view to further revision and improvement in the future research.
Keywords/Search Tags:Primary School Teachers, The External-Driven Professional Development Of Teachers, Adult Learning Theory
PDF Full Text Request
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