Kazakh University Teachers Professional Development Of Ecological Perspective

In recent years, the issue of teacher professional development has been the focusof scholar’s attention, and its research methods have become diversified. Analyzingteacher professional development in the perspective of Ecology is not only a new trybut also provides new ideas to this issue. Ecology views the issue in a systematic,overall and balanced way, which is exactly consistent with the nature of teacherprofessional development. Therefore, it is a beneficial attempt to study the issue ofteacher professional development in the perspective of Ecology.This essay aimed at analyzing teacher professional development conditions andexploring the ecological hindering factors from both sides of teachers themselves andschool ecological environment by researching50Kazakh teachers of Yili Teachers’College Kuitun Campus. The result that there was ecological imbalance of theseteachers’ professional development was found through questionnaires and interviews.The specific problems are as follows: high occupational stress, unbalanced knowledgestructure, single way of learning; less training opportunities, old training content andnot very good training effect, less research funding, disharmonious teacher-studentrelationship, etc. In addition, because of the particularity of research object, culturehas become one of the factors hindering the teachers’ professional development. Inorder to construct the harmonious ecological environment, the correspondingrevelations were drawn as follows on the basis of analyzing these problems:advocating multiculturalism to form convergent adaptation; enhancing psychologicaltolerance to react occupational stress; fostering knowledge development concept tobalance teacher’s knowledge structure; proposing cooperative learning to create “themoving Mosaic” culture; improving school-based training system to achievesustainable development; increasing teachers’ remuneration to provide economicindemnification, last but not least, establishing teacher-student collaboration.Sincerely hope this research can discover the plight of Kazakh college teachers’professional development and provide theoretical and practical basis for their own development.