Key Events In The Professional Development Of Secondary School Teachers: A Case Study

Teacher Professional Development has been a major issue in academic research when the professional status of teachers has been established since 1966.Secondary school teachers have always been the main force in the basic education and new curriculum reform.It is of great practical significance to study the key events in the professional development of secondary school teachers.This study is based on f Bornoff's idea of discontinuous education and the definition of "key events" by Peter Woods.Using the research paradigm of case study,and a secondary school mathematics teacher in Shanghai was selected as the case study object.The teacher's "small gentleman system" classroom teaching reform has changed the traditional teaching mode of speakingand listening,and realized the "cooperation and self-learning" of students in classroom teaching.Through exploring and analyzing the teacher's generation mechanism and the impact mechanism of key events on teachers' professional development,we try to find out the internal mechanism and rules of the key events in teacher professional development.It is expected that this research will promote our understanding of the professional development of teachers,and we hope that this research can provide some new ideas and inspirations for the theory and practice of curriculum and teaching,key event areas and teacher professional development.The main core question to be studied in this research is: What is the relationship between the key events of S teachers' career with the professional development?Around this core issue,this study also research these sub-problems: What key events have affected the teacher's professional development? What is the mechanism for generating these key events? What is the impact mechanism on teacher professional development? And how to use key events to promote the professional development of secondary school teachers?Through the research on the key events in the professional development of themiddle school teachers,the following conclusions are drawn: The professional development of Teacher S is mainly influenced by the “Teaching Grandmother to leraning in chirldren time”,“Helping Students to Explaining exercises” before joining the job.The impact of several key events in "Lu Zhongheng's teaching method" and "multiple teaching" and "small sir" classroom teaching reform.In the mechanism of generating key events,the positive focus of the teacher's subject on professional development is the basis for the generation of key events.The teacher's pursuit of self-realization constitutes the driving force of key events.The continuous recognition in the professional development process has become the key event generation.In terms of the impact mechanism of key events on the professional development of teachers,key events for teacher professional development include the two areas of endogenous and external.Among them,a key event will affect multiple areas of teacher professional development and present a chain of features.There are interrelated or even mutually reactive relationships between key events.Finally,the teacher's active reflection on the incident is the source of the impact of key events on the professional development of teachers.The study also brought some inspiration to the professional development of secondary school teachers.This study consists of five chapters.The first chapter includes the research background,meaning,and design and methodology of the research.The second chapter summarizes the related research on teacher professional development and key events,and defines the key events and the concept of teacher professional development.The third chapter mainly explores the key events affecting the professional development of the teacher and selects key events that have an impact on their professional development.The fourth chapter analyzes the generation mechanism and influence mechanism of key events in the professional development of the research object.The fifth chapter mainly states the research on the professional development of middle school teachers and the lack of research and prospects.