On Teaches' Professional Development In Shenzhen Primary And Middle Schools

After exploring the definition, significance and background of teachers' professional development, the thesis analyzes the present status of teachers' professional development in Shenzhen primary and middle schools and problems which exist in our system of professional development. Finally, the writer brings forward her ideas to solve the problems and improve the system. The problems which the writer thinks exist in Shenzhen teachers' professional development are based on questionnaires and interviews with teachers and school administrators, which are scientifically planned, performed, collected, assorted , synthesized and analyzed. Consequently, the writer has an overview of Shenzhen teachers' professional development and gives reasonable solutions to some existing problems.The thesis consists of three parts:The first part analyzes the background of the research into the issue of teachers' professional development in Shenzhen primary and middle schools. After the defining of teachers' professional development and comparison of how teachers are trained and developed professionally and what is done in Shenzhen to enhance teachers' professional abilities, the writer goes further to clarify why the research into this issue is of great importance.The second part inquires into the present status and deficiencies of teachers' professional development in Shenzhen primary and middle schools. The research is done mainly by questionnaires and analyses based on the data. The writer claims the main problems as follows: the lack of mentoring which focuses on learning and teaching; lack of autonomy for the teachers to develop professionally; absence of interaction between educational ideas and teaching practice; absence of teachers' motivation.The third part presents ideas and solutions about how to enhance Shenzhen teachers professionally. In the author's opinion, in order to see an overall promotion of teachers' professional development, it is necessary for the education authorities to establish criteria which suit our teachers to promote their status and develop their professional abilities. Accordingly, mentoring and training which combine academic theories with teaching action are organized and implemented, with schools collaborating with universities. The system of school-based , class-oriented professional development should be established, which gives teachers much autonomy and improves assessment and motivation.