Research On The Professional Development Strategy Of Physical Education Teachers In Primary And Middle Schools In Chongqing Based On The Development Cycle Theory

How children learn and grow in school,the quality of their teachers is most important(Daryl Siedentop,2014).Efforts beginning in the 1990 s to raise the qualifications and quality of Chinese teachers have brought about new regulations,standards and systems of accountability(Huang,R.,& Bao,J.2006).Both of those call for the professional development of teachers.China has spend a lot of money on the professional development of PE.teachers since 2001.Chong qing is one of big city in China who try to improve their PE.teachers' professional development.Teaching career can be divided into consecutive stages with different implications for participation in professional development(Huberman,1989;Sikes,Measor,& Woods,1985).Based on those theory,we divided the PE.teachers into four stages.In this research we took Chongqing as a example to see what's the different among the four groups? There are 1000 PE.teachers(31% age below 30,40.30% age 31-40,26.50% age 41-50;2.3% above 50)from 40 districts in Chongqing Participanted in this study.Participants completed a questionnaires which about the personal information,the teaching skill,social stratification and professional development activities they had attended in ten years.The results of ANOVA analysis demonstrated that there were no significate different among the groups in teaching abilities such as teaching progress,respecting individual,management skills and,but there were difference in the use of multimedia and capacity for resilience(P < 0.05).The two groups age below 40 were better than others and the age below 30 were not good at resilience.The four groups have significant difference in education policy and research,The main effects revealed the age below 30 scored higher than others(P < 0.05).the Teaching skill indicated that there was a statistically significant difference(p <.05)between age below 30 and age above 40,but no other effects were significant.Additionally,ANOVA showed significant main effects in four groups,and Group 41~50 was much better than group below 30 in teaching efficiency in competition ability,lifelong sports habits and cooperation.The data supported the other studies(Richter,ect,2011)statistically significant age-related change in using multimedia and capacity for resilience,teaching skill,education policy,research,and educated outcomes.The novice teachers were good at multimedia,education policy,research but weak at teaching skills and teaching efficiency.