A Comparative Research Between Teachers' Self-Cognition Of Their Roles And Expectation Of The Community Concerned To Teachers

Teachers' role in time progression is represented in their ideal image. It is considerably necessary to research teachers' self recognition and expectation of community concerned to teachers, to promote teachers' consciousness identity of their roles, and to help them pursue their self-initiated development, and to promote the exploration and practice, thinking and action of teachers' development.The research on teachers' role and cognition and expectation of teachers' role is a concerned that attracts much academic attention in china and abroad in recent years. Some researchers conducted multi-sided research on teachers' role and its change, others observe teachers' role in the educational system at large and in new times, and approach some issues such as teachers' quality, teachers' role play, role change, role cognition and role expectation. However, the above-mentioned researches deal either with theoretical thinking or with summary of practical experience. Most of them deal only with one aspect of teachers' role play, role transference' role cognition and role expectation, but few of them deal with empirical research of all the aspects. Therefore, the present research focuses upon the relationship between self role cognition and community expectation of primary school teachers, in order to find out the features and relationship between the two. Some concrete measures and methods are advanced to strengthen the consciousness of their role, promote self-initiated development and teacher development of primary school teachers.The findings of the present research are as follows:1. Generally speaking, primary school teachers have relative accurate cognition of their role. However, they are poor in understanding the importance of the details and process of teachers' caring of the students' progress, in understanding the importance of research and summary of everyday teaching activity., and in understanding consciousness to be a researcher teacher.2. Both primary school teachers and community concerned think that teachers' primary role is promoter and director of student learning, then they are organizer of educational activities. They have little understanding of primary teachers as researchers.3. Primary school teachers have a higher self cognition of their role than theexpectation of students and parents, and their cognition are in relatively high concord with administrators' expectation, and administrators and parents are relatively concord in their expectance of teacher' role.4. Students, parents and administrator differ in their expectation of primary school teachers' role. Students are inclined to expect their teachers to care and help students, parents put more expectation on teachers' promotion of students' learning and full development, while administrator care more about teachers specialty development and students development.In order to enhance the self cognition of primary school teachers and to strengthen their role consciousness, It is of great necessity to encourage life-long learning, promote teachers specialty development; to caring for teachers' images and change administrators' understanding of teachers; to promote teachers role change and students development; and to strengthen communication and promote the harmony between family education and school education.