Teachers' professional development (1) The professional development of teachers is a very fashionable topic, and it is also a very realistic topic. The rapid development of modern education puts higher and higher demands on teachers, and the implementation of the new curriculum requires teachers' professional growth. Only by taking the road of professional growth can we become teachers who meet the needs of modern education and reach the ideal realm of teachers' profession. After reading Teacher Jae-sang Lee's Guide to Teachers' Professional Development, I was deeply touched.
How do we take the road of professional growth? I think three points are extremely important.
First, establish a good professional mentality and a correct professional ideal.
It is an indisputable reality that teachers' professional identity is low. Teachers have great occupational pressure, low social status and poor welfare treatment. Some people describe the teaching profession as a "chicken rib" industry, while others humorously compare the work of teachers to "platform", "selling voices" and "sucking powder". Therefore, many teachers have a poor professional mentality and a strong sense of job burnout. So many people just regard education as a profession to make a living. They go to work, get off work, prepare lessons, attend classes and watch their homework every day, year after year, from elementary to intermediate, from intermediate to advanced, and they are indifferent for the rest of their lives. This has seriously hindered the professional growth of teachers.
There are two kinds of professional mentality in life: one is to "respond to the needs of occupation with life" and the other is to "realize the value of life with occupation".
As teachers, we should have the latter professional mentality. Establish a good professional mentality, establish a correct professional ideal, pursue education as a career, and realize your life value as a career. Shen, director of the Institute of Developmental Psychology of Beijing Normal University, said: "Teachers should plan their career and highlight the main line of personal development. On the one hand, we need to create conditions to improve ourselves. On the other hand, we should tell ourselves in our hearts that teachers should be regarded as a profession, not just a profession. "
Only by pursuing teaching and educating people as a career will we move from professionalism to dedication and eventually happiness; Only by pursuing utilitarian value can we pursue social value and life value; Only by pursuing teaching skills can we pursue teaching mode and teaching realm; Only in this way can craftsmen grow into competent teachers (experienced teachers) and eventually become human teachers (expert teachers).
Li Zhenxi, a famous education expert, said deeply: "I am not educated for leadership, not for professional titles, not for honor, but for my pleasure itself." It is this good professional mentality that has made his brilliant educational career.
Establishing good professional mentality and correct professional ideal is the psychological basis for teachers' professional growth. With it, teachers' professional growth will have "nuclear power".
Second, absorb new educational ideas and establish new educational ideas.
Teachers are not only educators, but also learners and researchers. Teachers need to keep pace with the times most. Some people say, "To be a first-class teacher, you must be a first-class student." This statement is the most insightful, because the first thing to be a teacher is learning, and the second is the technical skills of teaching. While teaching and educating people, teachers should study hard, make time to study and constantly improve their professional quality. More importantly, they should constantly absorb and update their own educational ideas, and establish and improve their own educational ideas.
The implementation of the new curriculum puts forward new requirements for our teaching. The new curriculum emphasizes "four stresses" (process, experience, inquiry and integration) and "five developments" (all-round development, all-round development, active development, personality development and lifelong development). In the process of implementing the new curriculum, we must first change our roles. We are not only the screenwriter, director and star of a lesson plan drama, but also the participants, collaborators, consultants, agitators, referees and even appreciators of students, and also the reference or target of students' analysis and criticism. To change the dimension of thinking, we should not only think about what to give students, but also think about what not to give students, what to give students the greatest thinking and gain, and what kind of teaching behavior can bring students incentive evaluation; It is necessary to change the teaching methods, completely abolish full-time irrigation, and let students learn independently, cooperatively and exploringly. It is also necessary to change the consciousness of teaching achievements, not only the knowledge we teach students, but also the methods, abilities and consciousness, and more importantly, the attitude of being a man and the attitude of teachers to learn by themselves.
Deeply influenced by the traditional educational concept, in the face of the new educational situation, we must strengthen our study and deepen our understanding of the basic educational concept of "students are developing people", otherwise we will fall behind and cannot adapt to the development of modern education. Some educators have long said that schools are rural areas, not factories; Education is agriculture, not industry. Students are like plants, they need watering, fertilizing, curing diseases and killing insects, and they can develop freely under the nourishment of sunshine and rain. And we are used to inputting people with different qualifications into machinery and equipment and "casting" them according to the same standards, the same procedures and the same time. It makes the educated not as a complete person, but as a subject equal to the teacher, but as an "indoctrination" object, a passive object entering the teaching process, obliterating personality, limiting specialty, weakening creativity, which is not conducive to our talent training. This practice must change.
Only by absorbing and updating the educational concept can we better change our roles, integrate into the new curriculum, adapt to the new situation and create new achievements.
Third, reflect on education and teaching practice and sum up practical experience and lessons.
Professor Ye Lan said: "Teachers who write lifelong lesson plans may not necessarily become famous teachers;" If a teacher has written reflections for three years, he may become a famous teacher. "The famous American scholar Posner has a teacher growth formula: experience+reflection = growth. It reflects the role of educational reflection in teachers' professional growth.
However, many of our teachers are not fully aware of this and are unwilling to reflect on education. In the teaching routine, it is emphasized that teachers should write teaching postscript, but there is not much real intention to write; Teachers are required to write a paper every year, but some people are always perfunctory and unwilling to seriously reflect on their educational and teaching practice.
Reflection itself is a kind of innovation, reflecting on reality is a questioning of the essence, and reflection is the most basic force and the most common form of school-based research. Teaching reflection is a reflection on teaching idea, teaching behavior and teaching art. Through reflection, we can accumulate experience and lessons in education and teaching, update teaching idea, improve teaching behavior, improve teaching level and quality, and make our teaching strive for perfection in reflection.
Teaching reflection should find the right starting point. According to experts' opinions, for novice teachers, the starting point should be to reflect on their own teaching skills; For adaptive teachers, reflection on classroom teaching strategies should be the starting point; For mature teachers, reflecting on their own teaching ideas should be the starting point; For expert teachers, reflection on educational research should be the starting point.
It can be said that the above three points are very important, that is, to have fun, to learn to nourish vitality, and to embody and create an atmosphere. On the road of career growth, with a positive attitude, solid study and profound reflection, we can achieve the ideal realm of "a sense of identity in the profession, a sense of accomplishment in the career and a sense of happiness in life".
Selection of Reading Experience for Teachers' Professional Development (2) At the beginning of this semester, the school prepared a book for teachers' professional study. I got the evaluation of teachers' professional development and studied it. I hope I can understand and internalize the contents of this book, improve my professional theoretical knowledge, raise my awareness of professional development, and drive my work in the teaching profession.
Through learning, I have a deeper understanding of the development stage of teachers' profession.
Scholars at home and abroad put forward various theories of teacher development stages according to different division standards and research angles. The basic viewpoint and position of these theories of teacher development stages is that every teacher is constantly growing and developing, and the later stage of development is usually more mature than the previous stage. Teachers are generally from the hesitation and panic when they are first teachers, the lack of experience and skills, and the instability of their professional status, and gradually exercise and grow up in the impact of reality, thus constantly moving towards professional maturity. Some divide the development of teachers into four stages: formation stage, growth stage, maturity stage and complete specialization stage; Teachers' development also has four stages: transition stage, exploration stage, creation and experiment stage and professional teaching stage; There is also a view that teachers' career includes the following five stages: normal students, novice teachers, developmental teachers, practical teachers and senior teachers; Jin's four-stage theory of teacher development includes entry stage, performance stage, middle-aged career stage and communication stage; Cai Peicun's five-stage theory can be divided into: adaptation period, capacity building period, maturity period, stability period and post-development period.
Summing up other studies on teachers' development stages, we can find that from the overall development trend, teachers are people who can constantly pursue self-realization and professional growth, but this process is not smooth sailing. During this period, many teachers may encounter setbacks, depression and stagnation and need help from many sides. For example, the stage of career frustration. This is a common phenomenon in the middle of a teacher's career. At this stage, teachers are frustrated, depressed, tired, disillusioned with teaching ideals, teachers' professional satisfaction drops, and the significance and importance of teachers' career are doubted. At this time, it also means the arrival of the revaluation period. The monotonous classroom life year after year or the disappointing results after continuous reform make teachers doubt and reevaluate their teaching career, which can be manifested as a career crisis. During this period, teachers encounter more and more problems in practice, face more and more realistic pressure, and gradually feel powerless; Facing the conflict between self-achievement level and realistic crisis; Faced with too many factual requirements that are inconsistent with professional theory and ideal professional self-image, I feel at a loss. The third stage of qualified teachers is boredom. During this period, after many years of teaching career, some teachers have developed an internalized educational value of dedication, taking teaching as their lifelong career. Most teachers are tired of teaching because the teaching materials have been thoroughly taught, or because the principal leads the non-professional students to perform poorly and the workload is too heavy. The textbook of social change has changed the ability of many inexperienced new teachers, which makes some teachers at a loss. Research shows that most teachers have to go through a period of self-doubt, giving up fantasy and re-evaluation; In the meantime, they will analyze and decide whether to continue to be teachers or give up this career.
In the traditional on-the-job education of teachers, teachers develop passively. The basic assumption of this kind of teacher education is that teachers need to improve their teaching theory and professional knowledge, and the students need to learn from experts with specific knowledge and skills. Learning methods usually include attending short-term teacher training courses, continuing education and training, attending seminars, listening to special lectures by experts on a certain topic, watching teaching videos, etc. In these professional development activities, experts only introduce themselves and lack the interaction between theory and teachers, so it is difficult for teachers to apply theory to practice in the future, but many problems encountered by teachers in teaching practice cannot be solved. Over time, teachers lose interest and trust in these professional development activities and feel that they lack effective professional development channels, thus falling into a crisis of professional development.
Many studies also believe that teaching is a lonely industry, and the professional support that teaching can get is very poor. Different teaching staff in teaching and other specialized industries have not formed a certain consensus or a unified culture based on knowledge and experience. This makes teachers generally adopt conservative and self-defense strategies. Teachers are subject to realistic situational conditions, and they will try their best to avoid innovation and breakthrough and controversial issues. Waller's view of classical sociology holds that teachers who are more and more conformist in teaching often lose their learning ability. On the other hand, the isolation of teachers' role is also reflected in the society, parents, experts and scholars, teachers' managers, etc., and teachers are constantly required to pay more efforts and time to improve teaching quality and performance, respect students' needs and interests, and constantly review, reflect and innovate. However, few people pay attention to teachers' living environment and realize that teachers are eager for understanding and support and need all kinds of help to change their isolation.
Studying all stages of teachers' professional development and paying attention to various problems in the process of teachers' professional growth can help us understand our own characteristics and development needs at different stages, appropriately adjust our mentality, work and learning methods, and effectively promote teachers' professional development.
Reading Experience of Teachers' Professional Development (3) I borrowed a book "The Road to Teachers' Professional Development" written by Chen Ping, a special teacher in this province, from the library before, but I didn't have a chance to read it. I just found time to open this book last night. After reading a few pages, I was attracted by Chen Ping's resume and the touching and beautiful narrative in the book. When I opened the webpage, Teacher Chen appeared in front of me so young and beautiful. I can't believe that she has made such great achievements in education at a young age. Presumably all this is inseparable from her wisdom and diligence.
In this book, Teacher Chen Ping tells us one by one the educational stories that happened around her, expresses her feelings about life, and comprehensively expounds her road to success with the reflection of teachers' professional development as a clue. It describes the educational ideal forged in her student days, the pursuit and cultivation of the three-foot forum, and the new force of education, teaching and scientific research. Reading her book, I can deeply feel teacher Chen Ping's loyalty to education and selfless love for children. Although I have only read a little, the educational concept reflected by touching stories has given me great enlightenment.
In the first part of this book, there is such a short story "Thumb Feeling the Power of Stimulation in the Air-raid Shelter", which tells that when the teacher was in the second grade in the air-raid shelter when she was a child, the thumb raised by Teacher Hou aroused her strong interest in reading aloud and gave her unlimited confidence in learning. Waiting for the teacher to remain calm in the face of unexpected events also made her unforgettable. Teacher Chen Ping wrote in his inscription: Education needs * * *, teachers need personality, and students always need motivation. Giving a student some sunshine may make his life brilliant. Perhaps it was Mr. Hou who gave Mr. Hou a little sunshine that created Mr. Chen's brilliant life now. Looking back on the past scenes in the classroom, haven't I been working hard towards this goal? It's just that I didn't prepare many tall hats for my students. Teacher Yu Yongzheng once said humorously: Everyone likes to wear a tall hat, not only children, but also adults. So I have to prepare 100' tall hats' before entering the classroom, ready to give them to students at any time. When class was over, a' top hat' was brought. I didn't lose anything, but the students were satisfied and became confident! Come to think of it, it is. As a teacher, why should we be stingy with this illusory 100 hat? Especially for the first-grade students who have just entered primary school, a tall hat is essential. Giving them an unremarkable little star will make them happier than eating KFC and make them more energetic in their studies.
There are many books on educational ideas like this. Every time you read a short story, you will gain an educational thought. In my spare time, I will continue to hold this book and have a good dialogue with the author, absorb the educational ideas in the book for my use, guide my own educational practice, follow her example and strive to become an excellent people's teacher.
I recommend it carefully.