Lu Zhenjin

(School of Education Science and Management, Zhejiang Education College, Hangzhou, Zhejiang 3 100 12)

In the stage of continuing professional socialization, teachers' professional development has gone through five stages: adaptation and transition, differentiation and stereotypes, breakthrough and retreat, maturity and maintenance, creation and wisdom. The corresponding result is that teachers become seven types of teachers, namely, adaptive, experienced, knowledge-based, mixed, quasi-scholar, scholar and intelligent. There are three paths for teachers' professional development: sword school, style and sword style. Breakthrough and retreat are the platform period of teachers' professional development, and also the key period to determine the level of development. Stimulating internal drive, respecting professional autonomy, reflective teaching and expert guidance are effective strategies to promote teachers' professional development.

Keywords: teachers' professional development; Scholar-type teachers; A clever teacher; Professional autonomy

China Library Classification Number: G65 Document Identification Number: A

Teachers' professional development can be divided into two stages: expected professional socialization and continuing professional socialization. The former corresponds to the pre-service training of teachers; The latter corresponds to teacher induction training and continuing education. This paper only discusses the related problems of teachers' development in the stage of continuing professional socialization.

First, the five stages of teachers' professional development

Continue the teacher development process in the stage of professional socialization, starting from the new teachers who just joined the job and becoming adaptive teachers as the first stage; The second stage is the development from adaptive teachers to knowledge, experience and mixed teachers; The third stage is the development from knowledge, experience and mixed teachers to scholar teachers; The fourth stage is the development of quasi-scholar-type teachers to scholar-type teachers; The development from scholar-type teachers to intelligent teachers is the fifth stage. These five stages correspond to teachers' different growth periods, have different development bases and conditions, have different development goals and requirements, and face different difficulties and obstacles, thus showing the development characteristics of different stages.

(1) Adaptation period and transition period

Adaptation period and transition period are the initial stages of teachers' career. During this period, teachers did not know much about the organizational structure and institutional culture of the school, the requirements and norms of professional roles, and the professional knowledge, experience and skills closely related to practical work, so most of the difficulties encountered were related to how to adapt to and complete the routine teaching and management work. On the one hand, they know little about the curriculum system, and their grasp of the subject content is prone to deviation, and they don't know much about how to teach, how to evaluate students, how to communicate with parents, and how to get their support and cooperation. On the other hand, they are under the evaluation pressure of management, colleagues, parents and students, facing various forms of competition among colleagues, facing psychological inadaptability and professional strangeness after identity change, facing the contrast and loss between ideal career goals and plain life reality, facing physical and mental fatigue, anxiety and helplessness caused by high investment and low return, and often prone to strong frustration and negative escape mentality. As a result, their enthusiasm for work is reduced, their professional knowledge is misplaced, and their professional feelings are out of control, which leads to teachers' low judgment of professional value and low estimation of teaching ability. This period is a difficult period for teachers' professional development.

This period is the primary stage of the combination of theory and practice of teachers, and teachers should adapt to the requirements of school education and teaching as soon as possible. Therefore, we should actively respond to the role change, actively identify with the school system and culture, and accelerate the development of professional skills. Although the school has taken corresponding training measures to train new teachers, such as mentoring system, bringing the old with the new, school-based teaching and research and school-based training. In the actual operation process, there is always a high demand for new teachers and less guidance; Focus on results, ignore the process. In particular, there is not enough psychological guidance for new teachers, the direction of career planning and design is vague, and the guidance of teaching behavior is not in place. The author once made an oral survey of new teachers on the topic of "How to learn to be a teacher". There are four answers: first, they teach what teachers used to teach; Second, when receiving professional training, the teacher told them how to teach, and they gave inferences; Third, after taking part in the work, how do colleagues around you teach them? Fourth, how to teach in your own teaching work is better, so teach. Most of them think that they learn teaching mainly through their own practical exploration. It can be seen that the school still lacks effective countermeasures to effectively train teachers to meet the needs of school education and teaching.

(II) Differentiation and finalization period

The differentiation and stereotyping period begins with adaptive teachers. Although adaptive teachers get rid of the initial embarrassment, they are faced with higher professional development requirements. This is because their professional level and business ability are still at a relatively low level in school, and they lack a sense of security; However, people's evaluation standards and requirements for him have improved with the increase of his teaching experience, and the competition with other teachers has begun to be at the same starting line. People no longer treat them with tolerance and sympathy, and the focus of attention is no longer their working attitude, but their working methods and actual performance. The passion and sweetness of novice teachers begin to divide: some will gradually become dull, indifferent and even bored, and early job burnout will begin to appear; Others have entered the joy and harvest period of initial growth from the initial confusion and distress. In the later period, teachers' sense of acceptance of occupation was further strengthened, and their attitude towards professional development was more correct, stable and persistent. The dynamic structure of professional development has both external task pressure and internal motivation of conscious pursuit and development. With the increase of teaching experience and the rapid improvement of teaching skills, professional development has entered the first period of rapid promotion, and there has been a trend of stereotyped development. Among them, most teachers intend to hone their teaching skills, accumulate successful teaching experience, develop their professional ability in an all-round way, and grow into an experienced teacher with considerable level and ability. Rich and personalized experience and comprehensive and skilled skills have become their obvious characteristics; There are also some teachers who still follow the tradition of theoretical study and development, pay more attention to the study of system theory while paying attention to the development of educational and teaching skills, and become knowledge-based teachers. Compared with the former, they obviously have theoretical advantages and advanced ideas, but there is a certain gap with the former in the comprehensiveness and effectiveness of practical skills and teaching experience. There are also a few teachers who always emphasize the simultaneous development of theoretical study and practical skills, showing a mixed feature with inconspicuous characteristics but relatively neat and balanced development level in all aspects. These three different development tendencies are closely related to teachers' personality types to a great extent, and more importantly, they are closely related to their growth environment and peer groups. Among them, the most experienced teachers, followed by knowledge teachers, the most rare is mixed teachers.