Introduction to the syllabus of teachers' career planning: theory and methods This course mainly expounds the theory and methods of teachers' career planning from four aspects: First, it is necessary for teachers to plan their own career development in contemporary times; Secondly, the framework of career planning: general career development theory and teacher career development theory; Thirdly, the basic methods of teachers' career planning; Fourthly, the basic strategy of implementing career planning: the basic idea of action research. In my opinion, the planning and implementation of teachers' career will generally go through a process as shown in the following figure: (1) "consciousness": this includes the consciousness of the times, the occupation, the possibility of personal development and the realistic space. (2) Only on the basis of consciousness can there be a "will" to develop. Many times, we don't feel that we have the "will to develop", but it doesn't mean that we actually don't have the desire to develop, and because we are temporarily blinded by complicated daily affairs and some habitual and programmed working conditions. (3) "Assess" yourself and the environment: If you are willing to develop, you must make a feasible plan. To make a strong career development plan, you must evaluate yourself (your current basic state, your ideal state, the distance between the two and so on. ) and your environment (what resources and ways can help you realize your plan in your environment). On the basis of this evaluation, you must make a career. (4) Planning itself is just an idea, focusing on practice, and the process of practical planning itself is a process of learning, growth and development. Therefore, the continuous "plan-action-reflection-reconstruction (plan or personal understanding)-action-reflection ..." must be a practical form of career planning that should be shown in practice, called "action research" 1. Why do you plan your career development? 1. 1 changes in the background of the times Compared with other times, our times have given individuals great autonomy, and this trend will continue in the future. The increase of personal autonomy also means that we have greater responsibility for our personal life, including our own career. Although institutions (that is, teachers' schools) still shoulder considerable responsibility for planning and promoting the career development of their staff (even more and more institutions list "human resources department" as an independent and important part), this is often just "providing conditions for the outside world". As for the more fundamental development will, expectation level and whether the past career choice is like the labor force in the "production team", you don't have to care about what to plant this season, what to plant next season and how to plant it. You just have to work with everyone according to the unified regulations, and you don't have to bear direct responsibility for good harvest or poor harvest (which may of course affect the quality of life); Then, the relationship between the present and the future personal and career is more and more like "fixed production": you can choose what to plant and how to plant it, and of course you can choose nothing to let him plant grass, but you have to bear direct responsibility. 1.2 The special requirements of educational work and the cause of special space education itself are produced by a society for self-renewal. We usually call education a purposeful, planned and organized activity, so "consciously and planned self-renewal" is the inherent social function of education. As educators, teachers should also have the spirit of "consciously renewing themselves" and "consciously planning their own development", which has been emphasized more and more in recent twenty or thirty years. 1.3 The educational reform has increased the uncertainty of teachers' profession. Since World War II, educational reforms have become more frequent and deeper. In China, since the end of the "Cultural Revolution", three large-scale and profound educational reforms have been carried out in less than 30 years. These changes finally put forward new requirements for teachers' professional ability, and this process continues. In order to cope with the uncertainty brought by teachers' professional changes more actively, teachers also need to consciously plan their own professional development: the era of mastering certain knowledge and skills and then meeting professional needs in a conventional way has gradually gone away for teachers. 2. Planning your career: Scaffolding Many teachers complain that the career development plan they spend time making has no practical effect on themselves. It is not that career development planning is useless, but more likely that the previous career development planning lacks reliable rational basis and realistic basis. Some career development theories (mainly development stage theories) provided here are expected to determine the necessary "scaffolding" for everyone's career development planning. 2. 1 scaffolding for career planning (1): general career development stage theory 2. 1 Dalton et al. stage theory (1) apprenticeship stage (2) independent work stage (3) tutor stage (4) leadership stage 2. 1. .2 Supor Stage Theory (1) Growth Stage (2) Exploration Stage (3) Stability Stage (4) Maintenance Stage (5) Fading Stage 2. 1.3 AAPA Stage Theory (1) Acquisition Stage: Learning knowledge and understanding what you have learned. People acquire knowledge at this stage, so as to serve as the basis for future actions, further study and self-realization. (2) Application stage: apply what you have learned to the practice of specific occupations. From "knowing this" to "knowing that" to "knowing how to do it". (3) Personalization stage: integrate the knowledge you have learned and used, evaluate and test it, and you will find that some knowledge is "useless" and some knowledge is lacking. At this stage, learning will become a more selective process: either turn what you have learned into your own internal quality or reject some knowledge. Skills begin to become a part of the individual at this stage. (4) Self-realization stage: give full play to the potential to realize the transformation, conceptualization and creation of experience and knowledge. 2.2 Scaffolding for Career Planning (2): Theory of Teachers' Career Development Stages 2.2. 1 Benner's Theory of Teachers' Career Development Stages (1) Novice stage: individuals have a basic understanding of what is normal and what is abnormal in this field, and have mastered some basic behavior rules, but the application of the rules cannot adapt to the changes of specific situations; It has been able to identify the risks and benefits of an operation under clinical conditions, but it needs direct supervision in the operation procedure and help solve the problem. (2) Advanced novice stage: individuals have a good knowledge base, and can identify some common laws in work and the relationship between related elements; I can design a suitable action plan according to the materials I have mastered, and I have begun to show a certain degree of proficiency in technology. I can adjust it according to the specific situation, but I still can't achieve stable success. (3) Ability stage: individuals have a broader knowledge base, can use theory to analyze the actual situation, and design action plans on the basis of some feasible justifications; Be able to distinguish information in real situations independently, pay attention to important information and ignore unimportant information, and make appropriate evaluation of real situations; Know which channels to get help from when encountering atypical situations; Master the technology and be able to achieve sustained success. (4) Being proficient in stages: individuals can critically absorb and integrate new knowledge on the basis of existing extensive knowledge; Not only can scientific laws be applied to specific situations, but also various possible schemes can be put forward and integrated into a whole; Able to successfully foresee possible results and effectively manage possible events; Even under high pressure or unconventional conditions, it can show high efficiency; Be able to solve some important problems as a member of a group and be aware of personal limitations. (5) Expert stage: having a prominent knowledge base and knowing the frontier and direction of current research; Be able to construct scientific knowledge and apply it to your own practice; Can intuitively grasp the situation and show strong insight into the problem, but only when there are special circumstances can we combine the laws of this field and use analytical thinking to make judgments; Technically, I can be at home. Through effective communication and effective problem-solving strategies, I can professionally balance various requirements and deal with complex situations. /dy/Article/music education/zixoouyuandi/200604/2228 . html