Teacher Professional Development By Forming Personal Philosophy Of Education

The basic requirement of teacher professionalization is that teachers should continuously promote and improve their educational attainment, as well as achieving ultimately with recourse to the individual teacher's conscious awareness, active thinking and vigorous practice. The concept of education received by teachers' mind and reason can affect their educational practice. To make it clear with the relevant concepts in the field of education and to obtain clear guidance on the educational practice, teachers need to form personal philosophy of education. The teacher's personal Philosophy of Education will also allow teachers to understand whether their choice of educational belief would benefit their professional development or not. The research attempts to explore the construction and formation of teachers'personal Philosophy of Education.This thesis is divided into four parts. The first part is an introduction to clarify the reason of choosing the theme topics, as well as making research literature review on the analysis and the discussion of individual teacher's Philosophy of Education. It also includes the proposal of the research content, research methods and research ideas. The second part is to explore the theoretical and practical foundation of individual teacher's Philosophy of Education by comparing the existing pattern of the Philosophy of Education to prove the existence of individual teachers Philosophy of Education rationally and necessarily, and through the presentation of research paradigm of the Philosophy of Education to provide individual teacher with guidance to construct their own Philosophy of Education. The third part is a core part of this paper, which focused on the basic content of individual teacher's Philosophy of Education with the discussion of the major educational outlooks of teachers'personal Philosophy of Education at three levels. Specifically, they are the discussion of the outlooks of life, development, cognition, knowledge, language, students and teacher self-image with the analysis of the relationship between these outlooks and education as well as their impact on education. The fourth part is to suggest some forming and training recommendations of individual teacher's Philosophy of Education attainment.