Research On The Motive Force And Influential Factors Of Primary School Teachers' Professional Development

In the context of the new curriculum reform,teacher professional development has received widespread attention from the education community.Today's elementary school teachers face many difficulties,which hurt the enthusiasm of teachers for professional development.Analyzing teachers 'needs,starting from the external environment and goal setting to create an environment that stimulates teachers' motivation for development,and building a continuous and interactive mechanism for teachers is an effective way to promote teachers' professional development.However,from previous research,the research on the motivation of teachers' professional development only stays on the relationship between people and the environment,and the internal characteristics and differences of people,such as human cognition,emotions,will,ideas,etc.There are few related researches on the influence of traits on the motivation of teachers 'professional development.As the most important "person" in education practice,the research on the endogenous motivation of teachers' professional development needs to be discussed in a more microscopic and in-depth manner.This research applies qualitative research methods,using Wuhan J Primary School as a research object to conduct case studies,and to understand the status of professional development of teachers in the school under the background of U-G-S cooperation through interviews and observations.Based on this,two topics are discussed.The first is to analyze the driving force of the professional development of primary school teachers.What are the motivations of teachers at different stages of their professional development?Are there different types of motivation among different teachers?If there are differences,what are the characteristics of teachers with different motivation types?The second is to analyze the influencing factors of the professional development motivation of primary school teachers and build the dynamic mechanism of primary school teachers'professional development.How to stimulate and maintain teachers' professional development motivation for different teachers?The research results show that teacher professional development is the result of the combined effect of endogenous and exogenous motivation,and shows significant individual differences.Generally speaking,teachers can be divided into endogenous motivation,exogenous motivation,and internal and external motivation Three types,and dynamic changes at different stages.Endogenous motivation-led teachers show high demand for interest,professional happiness,career gain,and self-development.The characteristics of exogenous motivation-led teachers are reflected in more attention to professional self-confidence,social status,In terms of job stability,professional title evaluation,etc.,internal and external dynamic equilibrium teachers prefer to keep personal development in line with school development in professional development,and weigh the dual responsibilities of ordinary teachers and management;they also need to take care of family and work.On this basis,a dynamic system is built around the three influential factors of the individual needs of teachers,the external objective environment and the setting of goals.Based on the interaction of the three parties,we propose countermeasures for the three types of teachers and the dynamic changes of motivation Suggest.This research shows the true side of the professional development of J school teachers,with a view to providing reference and inspiration for schools and teachers facing similar situations.This article is divided into five parts,the specific content is as follows:The first chapter is a review of domestic and foreign research.It is mainly the study of teachers 'professional development and the motivation of teachers' professional development.The second chapter is the research design,introduces the research ideas and research methods of this research,analyzes and presents the research objects and the basis and results of selecting samples.The third chapter enters the J elementary school to conduct a realistic investigation,deepens the teacher's life,uses the theory and analysis of teachers' professional development stage to analyze the motivation of professional development of different teachers in the three stages of entry period,stable period,experiment and transition period,and summarizes types and characteristics.The fourth chapter interprets the influential factors of the professional development motivation of elementary school teachers,and uses Lewin's dynamic field theory to build a dynamic system from the interaction of the individual's internal needs,external environment,and target.Through the repeated cycle of "balance-imbalance-new balance" of each element in the dynamic field,the spiral rises dynamically to ensure the sustainability of the endogenous motivation of teacher professional development.The fifth chapter is conclusion and reflection.It provides countermeasures and suggestions to the endogenous dynamic dominant,exogenous dynamic dominant teachers,internal and external dynamic equilibrium teachers,and the alternate dynamic change process from the individual needs,environment and goals of the dynamic system.In the dynamic mechanism,the power of the environment and goals play a role by affecting individual needs.Therefore,this research also puts forward expectations and suggestions for teachers from the four aspects of teacher's personality,knowledge and ability,reflective attitude,and educational philosophy,and reflects on the insufficient of this research.