The development of teachers is a long-neglected problem. Behind the traditional school, which takes teachers as the center and takes teachers as the dignity, there is a disregard or forgetting for teachers' development. Not only does the traditional understanding always regard the school as a place for students' development, but even in many important educational reform theories and movements, when students' development and students' dominant position are emphasized, teachers' development is ignored. Obviously, this is due to the realization that education is only a one-way knowledge transfer. The construction of teachers' development schools is precisely to adapt to the historical transformation of education from one-dimensional knowledge transfer to multi-dimensional cultural integration. Schools should have the function of teacher development and should also be the place for teacher development. In this sense, a school with teacher development function is a "real school", so that all people involved in the school education process can be developed. Teachers' development of schools also means rediscovering teachers in the sense of teacher development.
Education is practical in nature, which expresses the eternal creativity and rich practical significance of education and teachers' profession. The professional development of primary and secondary school teachers can only be realized in the practice of primary and secondary education, and it is impossible to complete it in one training of lesson preparation knowledge. So far, the pre-service education of teachers, which is mainly carried out in various disciplines and departments of normal universities, mainly studies "what to teach", while "how to teach" needs to be studied in primary and secondary schools. The reason why the teacher development school is within the organizational system of primary and secondary schools is that the actual primary and secondary education practice itself is the real environment for teachers' professional development.
2. Teacher development school is the cooperation between universities and primary and secondary schools. The academic frontier, openness, inquiry and other cultural characteristics of universities are gradually integrated into the society, which has increasingly become a common attitude and lifestyle of people and an important social and psychological basis for the formation of a learning society. There are different ways and contents for universities to serve the society. On the issue of building teachers' development schools, we pay more attention to this way of cultural integration. To realize the professional development of primary and secondary school teachers, we need the participation of university culture, and we need to enter the academic frontier to find a new fulcrum for creation and development. At the same time, in primary and secondary schools, innocent and lively children, rich and vivid educational life, not only have always achieved their own culture, but also have an important impact on the university culture involved. The construction of PDS schools abroad and the movement of teachers as researchers emphasize the cooperation between universities and primary and secondary schools. Establishing the cooperative relationship between universities and primary and secondary schools is the implementation guarantee for teachers to develop schools. Teacher development school is a cooperative construction between universities and primary and secondary schools. Understanding this cooperation in the sense of cultural integration is a basic attitude for us to build a teacher development school.
Understanding the cooperation between universities and primary and secondary schools in the sense of cultural integration is of specific significance. The basis of this cooperation is mutual understanding among participants, and its essence is the reconstruction of meaning and spirit on the basis of understanding. The result is the formation of new culture and the respective development of participants in the same process. This cooperative relationship is an equal and symbiotic partnership. Their cooperation not only changed the educational practice of primary and secondary schools, but also realized the construction of educational theory, which made the educational theory develop in a scientific and vivid direction. Teachers' development school is a bridge between theory and practice, which realizes the two-way construction of educational theory and practice.
3. Teacher development school is to realize the development of teachers in cooperative practice. Teachers' Development School realizes that primary and secondary school teachers receive education in the practice of solving practical problems through the cooperative research between university educators and primary and secondary school teachers, so that they can obtain effective and sustainable development. Realizing teachers' professional development through research and practice, and continuing to carry out primary and secondary school teachers' education in research and practice are the outstanding characteristics of teachers' development school construction.
Teachers' professional development is closely related to the research nature of teachers' profession. "Teachers are researchers" is synonymous with teachers' professional development and has become an important concept in the movement of teachers' professional development. Buckham was an early advocate of teachers and researchers. He once expressed the view that research is not a proprietary field, but an attitude, which is not essentially different from education itself. This still has important enlightenment for us to understand educational research and teacher development today.
Whether a teacher's work has the nature of research depends on how we understand education and research. If we only understand education from the transmission of knowledge, teachers can only be teachers; If we start from the growth of every student, then the teacher's job will always be to achieve cultural integration and spiritual construction, and it will always be full of the nature of research and creation. When we regard research as an attitude and way in educational practice and reflect the fundamental significance of education, then teachers are the main body of educational research, and teachers' research consciousness and subjective consciousness are important supports for teachers' professional development. Teachers' educational practice inherently contains the significance of research. Only in this way can they really engage in education.
At present, the methodological turn that faces practice itself and pays attention to inter-subjectivity understanding is outstanding in China's education. On the one hand, theoretical workers enter primary and secondary schools with practical consciousness and study educational practice with primary and secondary school teachers; On the other hand, action research and qualitative research have become increasingly popular in the field of education in China in recent years. Action research combines the actions of practitioners with the research of professionals, forming a research method in which practitioners pay attention to solving practical problems and improve their own practice in practice. Qualitative research is based on participation in observation, open interviews, real description and in-depth analysis of original materials and theoretical construction rooted in original materials, guided by practice itself, and regards educational behavior, the meaning of behavior and the situation in which behavior occurs as an inseparable whole, so as to realize explanatory understanding of meaning.