First, the non-professional stage-primitive society-part-time teachers
Features: The teaching profession is not separated from other professions, and it is not an independent profession.
In primitive society, elders were teachers and capable people were teachers. Some tribal and ethnic leaders, experienced old people and capable people consciously and step by step impart skills and production knowledge to the younger generation in the process of labor.
During the slave society, an important feature of education is that "learning is in the official, and the official is in the teacher". During the Xia and Shang Dynasties, Yao, Xu and Jiao were all government-run "national studies", and officials assumed the role of teachers, and officials and teachers were integrated. In the official court and government, the government runs schools and appoints some officials to take charge of teaching, which distinguishes teachers from the exploiting classes engaged in mental activities.
However, these teachers have certain official positions, and their source of life depends on the salary of being an official rather than the income from teaching, so they are not real professional teachers. At this time, most teachers in western society were monks.
Second, the professional stage-ancient society-full-time teachers
Features: There has been an independent teaching profession, but the degree of specialization of the teaching profession is very low and the number of employees is very limited.
With the emergence of private schools, an independent teaching profession came into being. For example, during the Spring and Autumn Period in China, a hundred schools of thought contended to publicize their political views and set up a "private school" in China. This is the first time that teachers and teachers' professions have officially appeared in China.
To some extent, this kind of private school teachers changed the thick bureaucratic color of government school teachers and made teachers return to the role of professional educators. The wise men of ancient Greece also specialized in teaching people knowledge for a living, traveling around the world, giving lectures and collecting disciples, and were pioneers of the western teacher profession.
At this stage, private school teachers gradually formed a profession. But at this time, although there are specialized teachers, the teachers' occupation basically does not have the professional level, and the private school teachers have not formed the professional skills to teach.
Third, the stage of specialization-modern-normal education
Features: The emergence of educational institutions specialized in training teachers marks the professional stage of teachers' profession.
168 1 year, La Salle, the French Christian Brotherhood, founded the world's first normal school, which was the beginning of independent normal education in the world. The earliest normal education in China came into being in the late Qing Dynasty.
From 65438 to 0897, Sheng Xuanhuai set up "Nanyang Public School" in Shanghai, which was divided into upper court, intermediate court, teachers' college and outer court, and set up a special "teachers' college" to train teachers from upper and middle schools, which was the beginning of normal education in China. The emergence of normal education makes the cultivation of teachers embark on the road of specialization.
Fourth, the stage of specialization-modernization-professional standards.
Characteristics: The demand for teachers in schools has changed from the urgent need of quantity to the improvement of quality.
In the middle and late 1980s, a reform wave of "teacher professionalization" was set off. As a result, independent normal colleges are gradually merged into liberal arts colleges, and the training of teachers is undertaken by the education college or normal college of a comprehensive university, that is, the "teacher education university".
As a result, the teaching profession began to embark on the road of professional development. 196 10, the International Labour Organization and UNESCO put forward in On the Construction of Teachers' Status adopted at the Paris Conference that teachers' work should be regarded as a profession. Later, the concept of "normal education" gradually expanded to "teacher education".
The content of teacher development
First, the connotation of group teacher development
1. Establishing ideals: Although it is not a simple matter and the cycle is very long, witnessing the process of teachers from youth to maturity is also an important link and a process of establishing ideals.
Of course, if you want to become a teacher and enter the establishment, you must first meet the registration conditions before you can sign up for the corresponding exam. Click query.
2. Deepening of knowledge: whether it is ontological knowledge, conditional knowledge, practical knowledge or general cultural knowledge; As a professional "generalist", teachers should constantly deepen their knowledge in the above four aspects.
3. Personality shaping: Only by establishing teachers' morality can we win the trust and respect of students.
Second, the content of teachers' individual development
1, professional ability: assessment of teaching skills and teaching ability.
2. Self-identity: including self-intention, self-respect, work motivation, job satisfaction, etc. Let teachers sincerely affirm and accept their work.
3. Professional attitude: reflected in teachers' personal professional ideals, professional attitudes and work enthusiasm.