Research On The Influence Of Teaching Research Group On Teachers’ Professional Development

Teaching research group is an organization for teachers teaching and research,which is the guarantee for the implementation of education and teaching plans,and also an important organization for the promotion of teachers’ professional development.In the process of building a high-quality,professional and innovative team of teachers,teaching research group has made great contributions.Teaching research group is believed to be an important reason for Chinese teachers and students achieve excellent results in international tests.However,most of the existing researches only present the positive role of the teaching research group,and mainly focus on non-participatory researches,lacking of real perception of the atmosphere in teaching research group.Therefore,the researcher decided to go deep into the teaching research group,to uncover the whole picture of the teaching research group.The core question of this study is: how does teaching research group influence the professional development of teachers?At the same time,this question contains the research of sub-questions: which important people in the teaching research group have influence on the professional development of teachers?In what way does the teaching research group influence the professional development of teachers?What effect does the teaching research group have on teachers’ professional development?How to give full play to the role of teaching research group and promote the professional development of teachers?This study selected the Chinese teaching research group of Shanghai Y Primary School,which is strong in Chinese teaching and research,as the research object.The researchers used three research methods,namely interview method,observation method and text analysis method,to carry out participatory observation for a period of three months.A total of about 150,000 words of interview text and 20,000 words of observation records were collected.Based on the professional learning community theory,significant others theory and three aspects of teachers’ professional development,the analysis framework of this study is formed.Through the coding analysis of the interview data,observation records and other text data,it is found that the important people who influence the professional development of teachers in the teaching research group mainly include the teaching research group leader,the lesson preparation group leader and the mentors.Collective lesson preparation,class evaluation and mixed course are important ways to influence teachers’ teaching.School-level project,team project and individual project are important ways to influence teachers’ scientific research.Daily communication,class observation and mentoring are important ways to influence teachers’ classroom management.Harmonious,comfortable and oppressive organizational atmosphere is an important way to influence teachers’ working attitude.Through a variety of ways,the teaching research group has an impact on teachers’ professional knowledge,professional skills and professional attitude.Concentrating on the research questions,the main conclusions are as follows:In terms of the subject of influence,the professional guidance of the teachers in the teaching research group by important others is limited,and the teaching research group shows the trend of cultivating elites,and the teachers enjoy unfair professional development opportunities in the teaching research group.The traditional one-to-one mentoring system lags behind the professional development of novice teachers.Isolated imitation learning leads to the homogenization of teachers’ group and hinders the expression of teachers’ personality.In terms of the influence path,the teaching research group has various ways to influence the professional development of teachers,and a variety of activities have increased the burden on teachers.The activities of teaching research groups are often added to the daily work of teachers in fragments,lacking continuity.After carrying out various activities,the teaching research group lacks follow-up improvement,and professional development resources are difficult to deepen in teaching practice.In the aspect of influence effect,the teaching research group has insufficient influence on teachers’ professional knowledge,and teachers’ knowledge needs to be updated urgently.The teaching research group pays attention to the professional skills of teachers,and teachers improve their professional skills rapidly through imitation and application.Teachers’ professional attitude is influenced by their internal needs and the atmosphere of the teaching research group.In view of the above research conclusions,the following suggestions are proposed:At the institutional level,it is necessary to clarify the selection and appointment system of important others and give full play to their professional leading value.A salary incentive system for teachers should be introduced to stimulate their motivation for development.At the level of teaching research group,we should carry out real and effective course discussion to improve teachers’ teaching ability;Reach out in-depth research projects,and cultivate teachers’ interest in scientific research;Observe a variety of classroom management,and enrich teachers’ management experience.At the level of important others,a group of teachers and apprentices should be used instead of a single teacher and apprentice,so that high-quality teachers can ‘enter the field’.Communicate closely with important others and teachers in the teaching research group to break the isolated state of teachers.