airjordan167
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Location: England
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 Posted: Thu 15:34, 02 Dec 2010 Post subject: so wait and see |
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response to the above conditions, we choose to close the daily life of teachers in narrative research methods. As a research method, narrative research to teachers about what happened during practice, mainly to reflect the way through the narrative, change their daily lives. Narrative by teachers about what is happening in the educational activities of the educational theory of personal reflection, education, accustomed to change attitudes and behavior. Which contains a wealth of inner experience: may contain a delicate emotional changes that may reflect the potential of knowledge, may indicate the pursuit of lofty ideals ... ... Therefore,[link widoczny dla zalogowanych], it not only has first-hand the value of a more spiritual path Record meaning, so it will head teachers, teachers grew up in the left deep memories [5].
causes us to reflect on the professional development of teachers in the second issue is the lack of partners to support the professional development of teachers. This lack of not only the overall development of teachers, but also in the development of individual teachers.
quality teacher professional development is the main dimension of concern to the school building,[link widoczny dla zalogowanych], there is no professional development of teachers, there will be no construction and development of quality school . We believe that professional development of teachers can be at two levels: the overall development and individual development. The overall professional development focused on the overall quality of teachers, and individual professional development will focus on the growth of individual teachers. The face of school reform, whether wholly or individual level, the teacher presents the following general state of mind; First, to actively seek professional development, and professional development as a school or an opportunity for personal development; second, fear of commitment in the change process risks, maintain the status quo, refusing professional development; third, in the school change process,[link widoczny dla zalogowanych], so wait and see, at a loss. From the perspective of organizational change, said the professional development of teachers which emerged in the process is normal. We can not ask all teachers to support change,
traditional professional development mainly through the university or further education to achieve. With the social development, teacher professional development is gradually shifting to the school, school-based professional development has become a trend. This school-based teacher professional development fully reflects the autonomy of the professional development of teachers,[link widoczny dla zalogowanych], close to the teacher's daily life. However,[link widoczny dla zalogowanych], in actual operation, we found that, as people misunderstanding,[link widoczny dla zalogowanych], too much even refused to deny the traditional mode of teacher professional development, leading to the professional development of teachers in the course of a lack of partners. We are sure the school teacher professional development in a positive role, but due to the professional development of teachers in schools subject to many restrictions, such as teacher professional development time,
change is a long process. Overall, the professional development of teachers who actively seek a majority, but in the whole school or individual teachers for professional development in the process of facing a common problem: most of the professional development of teachers is still in a spontaneous state. Professional development of teachers is a reflection of the spontaneous state schools and teachers to change awareness. This spontaneous Although professional development of teachers can solve the problem short term, but its biggest flaw is the lack of systematic,[link widoczny dla zalogowanych], more fragmented, teacher professional development, lack of lasting power. Thus, in the process of building high-quality schools, how to make professional development of teachers from spontaneous to Independence is we need to solve the problem. From the perspective of long-term strategy, said state school teachers in the school can conduct a comprehensive assessment,[link widoczny dla zalogowanych], formulate a detailed professional development plan. Individual teachers may formulate a suitable situation for their own development strategies.
two isolated and cooperation: the reality of the plight of the professional development of teachers
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