A Case Study Of Professional Development Approaches Of Teaching Research Staff

As a professional who integrates "teaching" and "research",teaching research staff have made important contributions to guaranteeing the quality of basic education in our country and the construction of the faculty for a long time.With the continuous deepening of basic education curriculum reform,the requirements for teaching research staff are getting higher and higher.The way that teaching research staff should achieve professional development is an important topic worthy of attention and research at present.With the help of investigation and research,this paper uses the survey data of sample questionnaires of teaching research staff from three-level teaching research institutions nationwide to analyze the overall situation of current teaching research staff's professional development needs,development methods and development characteristics.On this basis,through case research methods,based on the rational orientation theory,practical reflection orientation theory and ecological orientation theory of teacher professional development,Shanghai city-district(county)two-level teaching research staff are used as the case objects,and the interviews are also assisted research methods,analysis of the role of knowledge base,practical reflection,and cooperative culture on the professional development of teaching research staff,and the professional development approaches of teaching research staff in this context.Research findings are as following: First of all,comprehensive professional training is an important way to build a solid knowledge base for teaching research staff.A complete knowledge base is a strong pillar for carrying out teaching and research work,and it is also the cornerstone of the professional development of teaching research staff.Therefore,through training,enriching the knowledge base of teaching research staff,perfecting the knowledge structure of teaching research staff,and updating the knowledge concept of teaching research staff are important ways to promote the professional development of teaching research staff.Secondly,project-based practical reflection provides feedback and support for the professional practice of teaching research staff.Reflective practitioners under the practice-reflection orientation are active problem solvers in complex situations.In the development of training courses,faculty and researchers will ultimately point to real education and teaching through the action path of “problem-derived,problem-solving,and practice-improvement”,ultimately point to the perfection and improvement of real education and teaching practice.Finally,a cooperative culture of equal cooperation can effectively promote the shared development and progress of teaching research staff.A cooperative culture based on team organization is an important driving force for the professional development of teachers and researchers.In subject teams,teaching research staff rely on collective diagnosis and self-improvement to achieve professional development goals through cooperation and dialogue.According to the research conclusions,this research proposes corresponding suggestions for promoting the professional development of teaching research staff from the three perspectives of knowledge foundation,practical reflection,and cooperative culture.First,clarify the basis of professional knowledge of teaching research staff,and give teaching research staff the necessary and professional basic knowledge through training,and promote the update and reconstruction of the knowledge base of teaching research staff.Second,strengthen the construction of mechanisms based on practical reflection.In the project's top-level design and operation process and daily teaching and research work,emphasis is placed on the construction and implementation of practical reflection mechanisms,and with the help of reflection in specific educational contexts,the improvement of the reflection ability and professionalism of teaching research staff is promoted.Third,cultivating a cooperative culture of democracy,openness,mutual trust and support within the teaching and research system to promote cooperative learning exchanges and teamwork among teaching research staffs to achieve common growth and progress.