Teachers' professional development is a continuous dynamic process, which requires teachers' lifelong learning and improvement. Teacher education plays an important role in the process of teacher development, which is mainly divided into three stages: pre-service training, induction education and post-service improvement. Higher normal education is the main form of pre-service training for teachers. This paper discusses how higher normal education can promote teachers' professional development from the perspective of teachers' professional development.

First, the meaning of teacher professionalization

Teacher specialization is a type of professional specialization, which refers to a transformation process in which teachers become a member of the teaching profession and play a more and more mature role in teaching. Professional teachers should have reasonable professional knowledge structure, professional skills and professional friendship. The knowledge structure of professional teachers should include three aspects: general cultural knowledge, professional knowledge of the subjects taught and educational knowledge, which should be interrelated and infiltrated; Teachers' professional skills refer to the basic skills and abilities of teachers in education and teaching, including teaching skills and teaching ability; Professional friendship includes teachers' professional ideal, professional sentiment, professional orientation and professional self.

We can see that professional teachers are irreplaceable compared with traditional teachers who only need to master some basic knowledge of the subject and then impart this knowledge to students mechanically. With the continuous improvement of social requirements for teachers' profession, teachers' specialization has become an inevitable trend of teachers' professional development.

Second, the stage theory of teachers' professional development

Teacher professionalization is not static, but matures and develops in a series of continuous stages. Regarding the division of its stages, different theories have been formed in different ways, such as "attention" stage theory and career life cycle stage theory. Although scholars have different ways of division, we can see that the process of teachers' professional development is a process in which teachers gradually understand teaching, enrich their experience and improve themselves.

The "attention" stage theory divides the process of teachers' professional growth into four stages: the first stage is the attention stage before teaching, and teachers have not yet gone to work; The second stage is the early stage of survival, when teachers actually contact teaching for the first time; The third stage is to pay attention to the teaching situation, and teachers begin to pay attention to their teaching tasks and teaching performance; The fourth stage is the stage of paying attention to students, and students become the center of attention.

Burton divided the stages of teacher development into survival stage, adaptation stage and maturity stage in the theory of career life cycle stage. In his career cycle dynamic model, Faessler divides the process of teachers' professional development into pre-service education stage, entry stage, ability formation stage, enthusiasm and growth stage, career frustration stage, stability and stagnation stage, career depression stage and career withdrawal stage.

Here it is. The author simply sums up the above stages into three stages: pre-job stage, entry stage and post-job promotion stage. Pre-service stage refers to the stage before teachers take up their posts as teachers; The entry stage is the stage when teachers have just entered the post of teachers; After-service promotion is a stage in which teachers accumulate and improve in practical work and gradually mature.

Third, higher normal education plays an important role in the process of educational specialization.

Teachers' professional development is inseparable from teachers' education, and teachers' education corresponds to the stages of teachers' professional development. Teacher education can be divided into three stages: pre-service training, post-service education and post-service improvement. Pre-service training is the professional education for teachers before they formally take up their posts. Personal education is the education that teachers have just started to work and come into contact with practical work; On the other hand, after-service education is to help teachers further improve and move towards a more mature stage.

Pre-service training is the earliest stage for teachers to receive teacher education. High-quality pre-service training not only enables teachers to have good professional quality before entering the post, but also has a positive role in promoting the growth of teachers in the latter two stages. As we know, at present, the main institution for pre-service training of teachers is higher normal colleges, so higher normal education plays a vital role in the process of teacher professionalization.

Fourthly, higher normal education should take measures that are more conducive to the professional development of teachers.

In view of the important role of higher normal education in teachers' professional development, how to make higher normal education more suitable for teachers' professional development should be our active thinking. According to the requirements of teachers' professional development and the actual situation of normal education at present, the author puts forward the following suggestions:

(A) to strengthen basic theoretical education, strengthen the irreplaceable normal graduates.

We know that professional teachers are irreplaceable, because they not only have rich subject knowledge, but also have a solid theoretical foundation of education and teaching that non-normal graduates do not have. If the theoretical foundation of postgraduate education in normal universities is weak, then they will not have the quality of professional teachers and will lose their irreplaceable role.

At present, the courses in normal universities mainly include educational courses, professional courses and educational courses. Teachers' colleges should appropriately increase the proportion of educational courses and educational subject courses in the whole compulsory course, such as teaching theory, learning theory, psychological theory, teacher skills and other courses. Make normal students have a solid theoretical foundation of education and teaching. At the same time, by increasing various educational elective courses, students have more opportunities to choose subjects flexibly according to their own interests, further broaden their horizons and lay a solid theoretical foundation.

(b) Provide students with more practical opportunities as soon as possible to narrow the gap between them and others.

Many normal college students have a solid theoretical foundation during their study in school, but once they take up their jobs, they still find it difficult to adapt, mainly because they lack practical opportunities during their college years. Although normal colleges provide students with internship opportunities, the time is short and the number of times is few, and students are not deeply integrated into teaching practice.

Schools should regularly arrange students to visit and study in primary and secondary schools from the beginning of enrollment, so that students can see the gap between themselves and teachers' professional requirements very early and realize the shortcomings in practice, which is conducive to their early and targeted study and improvement. Learn educational theory from practical experience, further improve practical ability under the guidance of educational theory, and fully develop students' theoretical basis and practical ability. At the same time, more practical opportunities are conducive to the formation and development of students' professional ideals, professional sentiments and other professional friendships.

(C) to promote the formation of students' lifelong learning ability.

We know that the development of teacher professionalization is a dynamic development and a gradual improvement process, which requires teachers to learn, accumulate and improve all their lives. In the pre-service training stage of teachers, normal universities should help students establish the concept of lifelong learning and cultivate their lifelong learning ability.

(1) Guide students to establish the concept of lifelong learning. Teachers' professional development is not static. Once teachers stop learning and improving, they will stagnate or even regress. Teachers should constantly update their professional knowledge structure, professional skills and professional friendship according to the needs of social development and practical work. In the pre-service training stage, normal students should fully understand the importance of lifelong learning.

(2) Provide students with a more open and independent learning environment. Schools should provide students with convenient information technology learning environment, such as multimedia classrooms and digital libraries. With the help of open modern information technology, students not only have more extensive and updated learning resources, but also change their learning methods, from traditional passive indoctrination by teachers to independent collection, discussion and exchange of knowledge, which is exactly what lifelong learning needs.

(3) Teachers in normal universities should adopt problem-solving mode in the teaching process. The solution to the problem is not directly presented to students, but to enable students to effectively use the open learning environment and solve it through learning, thinking and communication. Students' autonomous learning ability, thinking ability and communication ability have been developed. In the process of solving problems, students' lifelong learning ability has been cultivated and improved.

(4) Promote the transformation from rational orientation to practice-reflective orientation and ecological orientation.

At present, the development orientation of teacher professionalization is mainly divided into three types: rational orientation, practical reflection orientation and ecological orientation. Rational orientation emphasizes that teachers have subject knowledge and how to let students learn educational knowledge, and pay attention to what kind of knowledge is necessary for teaching; Practice-reflection mode emphasizes practice, pays attention to what teachers actually know, and promotes teachers to have a deeper understanding of teaching-related things through various forms of practice and reflection; Ecological orientation emphasizes that teachers break through personal restrictions and promote teachers' development through cooperation and exchange. At present, teacher education mostly stays in the rational orientation, emphasizing the knowledge that teachers have, ignoring teachers' practice and reflection, and there is no communication between teachers, which is not conducive to teachers' progress and development.

In the pre-service training stage, normal universities should actively change from rational orientation to practical reflection and ecological orientation. As mentioned above, in the process of cultivating students, we should increase students' practical opportunities, correctly guide students to reflect on problems, provide an open information-based learning environment, and increase the space for knowledge exchange and enjoyment.

Verb (abbreviation of verb) conclusion

The development of teachers' professionalization is the result of the maturity of teachers' profession and the improvement of social requirements for teachers' profession, and it has also been actively discussed in recent years. As the main form of teachers' pre-service training, normal colleges play an important role in the process of teachers' professional development. I believe that the continuous improvement and improvement of higher normal education will further promote the development of teacher specialization!

;