Research On Primary And Secondary School Teacher's Self-Education Under The Perspective Of Professionalization

Professionalization is the development appeal of teachers, the practitioners of a special profession. As a result of particularity of the working object and the nature of work, specialization of primary and secondary teachers, a special part of teachers` group, attaches great significance to education and social development. Under the guidance of "teacher-oriented", the new concept for teacher education, the primary and secondary school teachers` subject status shows day by day. In addition to the outside professional development pattern, primary and secondary school teachers` self-education, the internal type of professional development is also a good model that can be developed.Different from the the external mode of education, self-education is carried out voluntarily by primary and secondary school teachers, taking themselves as teaching object, and they enjoy full independent option in the learning process. In the process of self-education, the school teachers produce learning desire on their own initiative, freely choice learning content, flexibily choose the way of learning, and independently arrange the learning process, all of which are the safeguard of learning effect. However, school teachers self-education can never be taken willfully, it must firstly follow certain principles. The principles of self-education are both the starting point and the baton in self-education activities. Secondly, self-education should follow certain goals. Once the goals are set, primary and secondary school teachers` learning process can start then. In addition, learning contents are also needed. Under the guidance of teacher professionalization, the learning contents of primary and secondary school teachers should include professional knowledge, professional skills and professional cordiality three aspects.Self-education of primary and secondary school teachers is not taken in vacuum, thus it is inevitably subject to many practical factors and constraints. These factors include not only exterior factors, such as the primary and secondary school teachers` wages and benefits, the social expectations on them as well as their working environment, but also the interior factors, taking primary and secondary school teachers` self-education consciousness, self-education ability and self-education stickability three aspects for instance. Primary and secondary school teachers must overcome the interference of external negative factors, and fully mobilize their own initiative, in order to ensure smooth and continuous self-education activities. Primary and secondary school teachers` self-education activity is a process requiring life-long implementation instead of ending at one time, whose implementation requires certain conditions. As for exterior, primary and secondary school teachers` self-education needs a certain material foundation to guarantee their ease development, an incentive system to mobilize the enthusiasm of their development, and positive atmosphere to promote their active learning. Besides the necessary external guarantee, the primary and secondary school teachers` internal action is the fundamental condition of the implementation of self-education. First, primary and secondary school teachers must establish awareness of problems, so as to produce the development aspirations and desires. Second, learning is the most important way for primary and secondary school teachers` self-education, which include self-learning and cooperative learning two dimensions, and the two should be combined. In addition, primary and secondary school teachers should also track the learning process, making a timely summary and reflection, in order to consolidate the effectiveness of self-education.