airjordan921
Dołączył: 27 Paź 2010
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Skąd: England
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 Wysłany: Nie 11:21, 05 Gru 2010 Temat postu: the process of teacher development |
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three inefficient and efficient: the problem of evaluation of professional development of teachers in high school
Fourth Tradition and Innovation: the expansion of teacher professional development content
practice Fazhanzhanju the Leading and so on. Which to some extent, affected the professional development of teachers the breadth and depth. Lack of communication and cooperation with the University, most schools still in the professional development of teachers in a \Therefore, the process of teacher professional development in the future, how to make universities and schools to establish ties of mutual cooperation, learn from each other and jointly promote the professional development of teachers is still a question worth exploring.
construction process, no matter what form of teacher professional development, are facing the evaluation of such an important issue. We believe that the evaluation of professional development schools can give feedback, timely professional development to improve and adjust plans and measures. The reality is that the evaluation of teacher professional development in teaching the main achievements of the main scale. Its drawback is that easy to narrow the professional development of teachers for teaching skills and techniques to master, ignoring other aspects of development of teachers. In addition, schools in teacher professional development,[link widoczny dla zalogowanych], lack of evaluation index system also tends to make the development of the school to meet the surface, leading to teacher professional development in a low level. Based on the above situation,[link widoczny dla zalogowanych], we think that we should attach importance to professional development evaluation, through the evaluation of professional development for teachers. Professional development evaluation of the basic principles can be expressed as:. The development of principles, according to teachers in different schools and different levels of development to evaluate the professional development of teachers, schools and teachers to take care of the differences between individuals;. Principle of comprehensiveness, the evaluation of professional development of teachers is not only professional skills of teachers,[link widoczny dla zalogowanych], and teachers to pay attention to emotions, attitudes and values.
traditional concern of the professional development of teachers teaching skills of teachers, and even the teaching of basic skills as the only content of teacher professional development. The concept of transferring knowledge from the teacher as a tool for the hypothesis. With the social development, education reform, people gradually realized that teachers develop teaching skills alone is not enough, the content of teacher professional development must be expanded. Shulman believes that how the professionals do not only hold the knowledge, also holds what and why do the knowledge. Teachers not only familiar with procedural things, but also master the content and principles of things, and be able to understand why to do something. Teachers can reflect on the formation of self-consciousness and meta-awareness ... ... [6]. Modern professional development content and dimensions beyond the traditional areas of professional development for teachers. School life in the real, deep-rooted tradition of teacher education,[link widoczny dla zalogowanych], teacher professional development schools are still in accordance with the inherent content, teacher skills, knowledge transfer is still the subject of professional development content. To meet the needs of the development of modern education, we must break the traditional framework of teacher professional development content,[link widoczny dla zalogowanych], add new content to meet the needs of school change. This requires us first of all during the professional development of teachers to pay attention to the internal needs of individual teachers, and promote the intrinsic value of teachers awakening. Second, we must focus on action research process,[link widoczny dla zalogowanych], the training of teachers the ability to reflect.
Second, individual professional development of teachers, due to exams,[link widoczny dla zalogowanych], teachers, cultural and other factors,[link widoczny dla zalogowanych], some teachers are still dominated by individual development, the lack of cooperation with other teachers. Therefore, the process of teacher development, how to build learning communities, and promote cooperation and development of teachers is an important subject of our study.
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