On School-centered Double-leading Model Design For Teachers' Professional Development

The text begins with the interpretation on teachers'professional development, then puts forward the definition on teachers'professional development according to its value, contents, approaches and its dynamical process. Meanwhile, In the text we also review the developmental course of teachers' profession in china. According to the place in which teachers' professional learning activities took place, teachers' professional development is classified into two models: One is outside-school -controlled model and the other is inside-school-controlled model.It is undoubted that teachers' profession is finally implemented to the school, which has already been proved in both Britain and America. But it is quite obvious that neither of the models applied dividedly to china is the most suitable to the current situation of China. Moreover, the advanced school-based training model for teachers' professional development being practiced in the developed country is not right to be applied to china, for teachers' professional development in china is just at the beginning stage, and blindly bringing in the advanced model to china will surely violate the evaluative law and will not work in the developmental course.Thus, the double-leading model which has been put forward as a transitional one in this text attempts to fill up the gap between the outside-school-controlled model and the inside-school-controlled model, trying to lead teachers' professional development of china forward smoothly. In addition, the new model enhances the professional leading sense of the school and the government in order to guarantee teachers' professional development and the quality-oriented education.In the course of the concrete operation and management, several steps are proposed to improve teachers' professional development. First, We must emphasize the well-prepared action for teachers' professional development and admit that the practice for culture and ideas is the hidden drive for the teachers' professional development. Secondly, we elaborate the relationship among the school, educational administration, teachers' training center and teachers, and also indicate that both the headmaster and the educational administration are directors MASTER'S THESISand designers for teachers 'professional development. Thirdly, we should push teachers to improve themselves by building a specific goal system and truely carrying out the quality-oriented education. Fourthly, we should offers fundamental guarantee to teachers' professional development by setting up sound professional organizations. Fifthly, we should train the teachers boldly to question the authority, increase their self-confidence and self-improvement sense by introducing university culture to the school teachers, for they are key factors for teachers' professional development. Sixthly, we should set up a platform for the youth to communicate with each other and foster them self-reflected ability by setting up professional organizations for them. Seventhly, we should push teachers to developed in groups instead of in individuals by building learning schools in which teachers are willing to study. Finally we should put forward a set of evaluation proposals to push teachers' professional development forward effectively.