A Study On The Reconstruction Of Teachers' Roles As Professional Agents

Teachers are the foundation and source of the establishment and development of education,they are the most active and dynamic factor in education and teaching activities.And it is the key to determine the quality of education and teaching.The team of high-quality and professional teachers is the inherent requirements,the proper meaning and fundamental conditions of building high-quality education system.The professional development of in-service teachers is an important grasp of the construction of high-quality teachers.As the active subject,teachers are the fundamental to influence the development of individual professional development,and how teachers develop is affected by the teaching and professional development environment of their schools.The research takes the professional development of teachers as the Purpose,so that teachers should reconstruct the roles as the developer in professional development activities.The research mainly adopts the qualitative research paradigm and uses the research methods of participating in observation,in-depth conversation,physical analysis and " deep description" and "interpretation".The introduction part is "The Thesis Emergence and Research Design of Teachers' Role Reconstruction as Professional Agents".This chapter is based on the realistic scanning of teachers' teaching and development,sorts out the relevant literature about roles of teachers(including expected role and practical role)and teachers' development path.On reflection of roles of teachers in professional development activities,selecting the perspective of "Theory of structuration" to analysis,deepening the understanding of teachers' role,generating a topic of reconstructing the role of teachers as professional agents to get out of the predicament of personal teaching and professional development.Then it presents the feasibility of the research design and the research from the aspects of research content,train of thought,method,target and validity.The first chapter is "The Argumentative Logic of Teachers' Role Reconstruction as Professional Agents".This chapter aims to smooth the logical path of teacher's role reconstruction from the theoretical level.Taking "Theory of structuraion" as an analytical tool,based on the pedagogical standpoint,the distinction between "good structure" and "poor structure" is made in the school.As a general agent,due to the "medium effect" of "poor structure" on its actions,it is not free from the constraints of "poor structure" on personal teaching and professional development.Therefore,teachers need to reconstruct roles as professional agents who can overcome the constraints of "structural" and get out of the difficulties of teaching and development.This paper compares the two roles and their action characteristics of the general agents and the professional agents,and then,at the theoretical level,straightens out the logical path of the teacher's role-reconstruction from the general agents to the professional agents.The second chapter is "The Role Implication meaning of Teachers as Professional Agents".Different from general agents,professional agents are teachers who can walk out of the "poor structure" constraints.Based on the standpoint of education discipline,this chapter constructs the role image of professional agent teachers from three aspects: Specifically,the understanding and fulfillment of professional responsibilities and norms,the teaching literacy required for competent teaching development,"professional power" and "teaching autonomy".The third chapter is "The Start Point of Teachers Becoming Professional Agents",this chapter goes back to the practical level,and takes the theoretically constructed "Role Should to Be " as the "standard" to judge the "Real Role" played by the teachers of the case school,and makes judgment on the "Real Role " played by teacher in teaching of case school and determines the practical starting point of teachers becoming professional agent.The results show that: Firstly,teachers act as a "tool person" who sticks to mediocrity in terms of professional responsibilities and norm protection.Secondly,based on the perspective of teaching development,teachers have not met the teaching literacy required for competent teaching in classroom teaching.Thirdly,from the perspective of professional power and teaching autonomy,the teachers of the case school are the "weak power" who are caught in the "weak dilemma" and do not have real teaching autonomy.In general,there is a great gap between the "Real Role" played by teachers in case school and the image of professional agent teachers should be.The fourth chapter is "The Restricted Attribution of Teachers to Become Professional Agents".From "appearance" to "inner",this chapter explains the limitation of the role reconstruction of case school teachers as professional agents.On the face of appearances,the insufficient investment of teachers in teaching and professional development activities restricts the construction of individuals as professional agents.At the deep level,from the perspective of teachers as "active subject",teachers cover the pursuit of teaching significance because of the lack of recognition of education and teaching value.Teachers' teaching vision is not high and weakens the internal driving force of self-promotion.Teachers' lack of awareness of professional development itself has removed the responsibility and consciousness of optimizing the school environment.The bad feelings of teachers on the school environment are not conductive to their in-depth investment in teaching.Teachers show themselves be tired and exhausted,set limits,self-confinement and negative loss in their actions,and it is difficult to support them to become professional agents.Analyze from the "structure" level,the lack of resources to support teachers' professional development,the system of teachers' development and platform construction are not sound,the power operation logic of "administrative dominance,professional attachment",the lack of fairness in resource allocation,the current prevailing tool rational culture,and the atmosphere of "performance" and "remaining traces",all above are not conductive to teachers becoming professional enablers.The fifth chapter is "The Practical Approach for Teachers to Become Professional Agents".This chapter is closely related to the limited reasons for teachers to become professional agents,and proposes the practical path of teachers becoming professional agents.In-depth investment in teaching and professional development activities is the basic premise for teachers to reconstruct roles as the professional agents,which requires organic operation among teachers,schools and"external support for teacher development.First,teachers should give full play to their dynamic ability,activate the good motivation of "change mode" to act with cognitive development,support the transformation of "cognition" to practice with professional spirit,enhance the ability to "do things" in practice,gain the recognition of self and others in the experience of"achievement",so as to improve the quality of education and teaching tend to be "normalize".Second,optimize the school's structure.Specifically,it's necessary to support the reconstruction of teacher's role by the construction of the positive cultural environment of the school system and the teacher development platform,and the adjustment of leadership and management method.Third,the state and local governments should effectively solve the problems such as low income and difficulty in promotion,which greatly helps teachers get rid of material difficulties.Teacher education institutions improve the quality of "supply side" service quality and optimize teacher training.Local education management departments improve supervision and teaching scientific research guidance functions,curb the atmosphere of "modality" and "remaining traces".At the national level,it is necessary to moderately increases input to "Seed Teachers" in weak schools.The last chapter provides a comprehensive reflection on the research.First,it emphasized the dual meaning of professional agents as "developing" and "development results".In addition,it reflects the significance of teacher's role construction in the role of professional agents from the following several aspects: the self-liberation and career happiness acquisition of teachers,the deepening promotion of curriculum and teaching reform,the optimization and construction of the school "structure".Finally,it proposed that the "professionalized" of weak schools is regarded as an important topic of teacher development research.