Case Study Of Teacher’s Professional Development From The Perspective Of Ecology

Teachers are the foundation of educational development.The development of students,schools and even the whole society is inseparable from teachers.Teachers’ professional development is not only the independent development of teachers,but rooted in the environment in which teachers live and depends on the interaction between individuals and their environment.As a theory that studies the interaction between the subject and the surrounding environment from the perspective of system,balance and integrity,ecological theory is widely used in the field of education.It provides a new vision and research ideas for the research of teachers’ professional development.Under the guidance of ecological perspective and ecological theory,this study will use the case study method to analyze the "innovative teaching and teacher training" project carried out in M City,Yunnan Province,in order to provide reference for the theory and practice of teachers’ professional development in China.This study analyzes the training program from three perspectives: system composition,operation process and implementation efficiency.First of all,from the perspective of the composition of the project system,the project presents four systems: the macro system includes the national policy orientation and the current requirements for the professional development of teachers;the outer system pays attention to the resources and support provided by social organizations and colleges and universities for the project;the intermediate system includes the cooperation and interaction between the county-level education department,the grass-roots school and the teacher group;and the micro system refers to the change process of the individual teacher’s awareness and ability in teaching innovation.It is based on the mutual adjustment and synergy between the various systems of the project that the project achieves the purpose of promoting the professional development of teachers.Secondly,the operation process of the project is analyzed,the project takes the innovative teaching of teachers as the entry point and foothold,and through continuous revision in practice,explores the path of energy flow input,stimulates motivation-independent exploration,rooted practice-regional exchange and coordinated development,reasonably promotes the flow of training resources,and boosts the coordinated development of the teaching team.Finally,the effectiveness of the implementation of the project was analyzed,and the implementation of the project made the teachers’ teaching innovation awareness and ability significantly improved,effectively promoting the professional development of teachers;at the same time,the project built a training organization network with provinces,counties,townships and schools to ensure the orderly advancement of the project,and the principal,teaching and research personnel,and teachers participated in the training together to effectively promote the common development of school educators;finally,the backbone teachers led the ordinary teachers.The model of advanced schools driving weak schools effectively promotes the coordinated development of teachers in the region as a whole.Of course,the implementation of the project also reflects some problems,such as the lack of benefits of the project,the lack of professional development institutions for teachers at the county level,and the lack of sustainable promotion of the follow-up of the project.Based on the analysis and enlightenment of cases,this study proposes the following strategies to promote teachers’ professional development from the perspective of ecology: First,we must maintain an internal homeostasis,pay attention to the self-cultivation of teachers’ ecological subjects,break the teachers’ self-isolation,give play to the subjective initiative of teachers,and achieve sustainable professional development.The second is to attach importance to the differentiation of ecological niches and create an atmosphere of cooperation and mutual assistance among teachers,get rid of lonely professional mood,improve teacher’s win-win consciousness.The third is to eliminate the limiting factors,optimize the professional development ecosystem of teachers,and eventually form a multi-integrated teacher development support system.