To Promote The Professional Development Of Teachers

With the development of education reform all over the world, we realize that theproblem of teacher professional development is greatly concerned. Teacherprofessional development has already become the common goal of education reformin various countries. Topic about teacher professional development has been the hotpoint at home and abroad. And lots of research results have emerged, which hascurrently become a new special research field. During the last two decades, especiallyin English-speaking countries, a lot of efforts in both theoretical researches andpractice have been taken to foster school-based teacher professional development.Teacher professional development bases on the excellent environment of school.Whether the school can provide the safeguard for teacher professional developmentdepends on school administration. School organizational structure is the core ofschool administration. Teacher professional development depends on the correctchoice of the school organizational structure. Thus, it is important to discuss thespecific relation between teacher professional development and school organizationalstructure, and construct in theoretically the correct and proper school organizationalstructure, which can promote teacher professional development, especially foreducation development and China basic education reform.Logically, the guide part firstly dissertates the current situation and significanceof the study and defines some fundamental conceptions. Then the first part analysesthe essentiality and the influential factors of teacher professional development. Thesecond part is the focal point in which the analyses are the current situation of teacheradministration by expatiating school organizational structure. This part furtheranalyzes the conflict of current school organizational structure and teacherprofessional development in four ties: formalization, centralization, complexity andspecialization. On the basis of above analyses, we can come to draw the conclusionthat we should change the current school organizational structure and reconstruct anew organization which can improve teacher professional development. The third partemphasizes learning organization can promote teacher professional development andoffers the suggestions about constructing learning organization. Some problems,which would be encountered in the process of construction, have also been discussedin the thesis.