Life Practice In Social Change

Education is the foundation of a hundred years plan,and teachers are the foundation of an education plan.Strengthening the construction of teachers and promoting the professional development of teachers have been widely concerned by the educational circles.Although the country emphasizes to deepen the professional construction of teachers in the new era,the professional development of teachers in some areas is still restricted by objective factors such as geographical location,social culture and economic conditions,which makes it difficult to improve the quality of teachers,and the problem of regional imbalance in the professional construction of Teachers is prominent.The excellent retired teachers with rich teaching experience,even if they have already quit teaching posts,are still the rare resources and experience reference objects for teaching work.Retired teachers,as the participants in the process of social change and education development in China,their professional development under the mutual influence of external social and historical conditions and subjective initiative,is also worth recalling and exploring,which provides experience for the current problems faced by teachers' professional development.The major events experienced by retired teachers in the long-term professional development process are often accompanied by the changes of the social environment,and play a decisive role in their lives.Based on the historical context of China's social development,this study mainly uses oral history research methods to conduct in-depth interviews with a retired primary school teacher who has experienced major historical events such as "Cultural Revolution",the return of educated youth,and the teacher's "public transfer" to elaborate the individual life practice process.And then try to answer,What impact does social change have on Teachers' professional development?What is the role of teachers' individual initiative in their professional development?It is found that the life track of teachers' professional development is not only determined by the contact point between their life time and social time,but also the socialization process influenced by their subjective initiative.In each stage of thesocialization of professional development,there are corresponding social role expectations.Teachers' professional development also has a major turning point due to the emergence of key life events,which leads to the corresponding transition of the life track of teachers' professional development.Life events determine the change and direction of teachers' professional development track,while teachers' subjective initiative determines the degree of change.From the perspective of life course research,this paper analyzes the influencing factors in the process of teachers' professional development from the perspective of the overall context and space-time field of teachers' individual life course,in order to further promote the integration of macro perspective and micro perspective of teachers' professional development research,and strengthen the humanistic care for teachers' individual.The course of teachers' professional development is constructed by the external support environment and subjective initiative under the restriction of social times.The external support environment is usually not transferred by the subjective will of teachers.The subjective initiative of teachers,as the internal driving force of professional development,is relatively stable and becomes the spiritual core of Teachers' self-development.To promote teachers' professional development,we need to think from two dimensions of social support and life consciousness.Social support emphasizes the creation of an external environment conducive to teachers' professional development,while life consciousness emphasizes teachers' personal practical efforts and faith persistence.From the perspective of external factors,the former proposes to improve the government functions to enhance the institutional support for teachers' professional development,while vigorously developing the local economy to improve the people's livelihood to improve the material security of teachers' life field,guiding the public opinion to correctly evaluate teachers' social status to enhance the emotional resonance of the society for teachers' professional identity,and providing important emotional support for teachers' professional development.From the perspective of the internal factors of teachers,the latter puts forward that teachers should set up firm professional ideas as the spiritual source,establish correct professional values of teachers and form the internal driving force under the regulations of external environment,and promote self-improvement through conscientious and responsible working attitude and self-conscious and active professional development consciousness relying on lifelong learning,so as to finally achieve "happiness" and "a sense of happiness" unifies the life practice.