The Analysis Of The Influential Factors To The Teachers' Professional Development And The Research Of The Correlative Countermeasures In Our Country

Teachers' professional development is now the hot and difficult point of the educational reform and study both inside and outside our country, and every country hopes to improve the educational quality by ways of enhancing teachers' quality and promoting the teachers' status. Underlying the idea of taking temporary and permanent solution, some theoretical, comparative and case researches are made in this thesis to permeate the analysis of influential factors into the process of the teachers' all-round development. The factor analysis and process analysis are combined together with the purpose of providing reasonable and effective policy suggestions for teachers' professional development by carrying out the dynamic research.The thesis consists of three parts. The first part is introduction, which dissertates the current situation and significance of the study and defines some fundamental conceptions. The second part is the focal point in which the concrete analyses are made of the influential factors in three ties from the angle of the educational sociology: "acceptor", "subject" and "object". As an "acceptor", the teachers' professional development will be influenced by many exterior factors, namely the restrictions and limitations, which includes the factors from the society and school which are expounded on from the outside to inside and one tier after another. As a "subject", the impellent of the teachers' subjectivity plays an essential role in their professional development by reasons of the intrinsic factors-teachers' activity, sociality, independence and creativity, that is the teachers' subjectivity in the professional development. As an "object", teachers have obvious characteristics and relatively centralized needs and attention in their development, so the teachers'development is quite different from other professional development in developing phases and training modes, viz, the uniqueness of the stages of the teachers' professional development. The factors analysis connotes two clues. One is the lognitudinal analysis from "acceptor" to "subject", the other is lateral analysis from the "object'.The third part is the originality of the thesis, which emphasizes the objective of teachers' professional development -personalization, individualization and civilization, and offers correlative suggestions. On the basis of above analyses, we could come to the conclusion that the realization of teachers' professional development needs government and society's protection system, needs the normal university and school's reform, guidance and corporation, needs every teachers' self-management and self-transcendence. The objective could not be implemented without one necessary term.