Research On Secondary Vocational School Teachers’ Self-Motion Development

Secondary vocational school long-term development mainly relies on the construction of teachers. Teacher development level directly affects the level of secondary vocational school development. Around the secondary vocational school teachers’ professional development problem, vocational education is from the theory attention to wide attention. It should be said has produced a series of valuable achievements, but can not be ignored is that questions about teachers’ autonomous development----ne of the most critical research about teachers’ growth are few, which affect the teachers’ education practice of the theory of value and lead to lack of necessary theoretical guidance and case demonstration of the self career planning of secondary vocational school teachers. Based on such background, this study selected the five secondary vocational school teachers as the research object. They are at different stages of professional development. The researcher collected qualitative materials in education beliefs, teaching skills, professional knowledge and students’ management, tried to outline the secondary vocational teachers’ professional life longitudinally in the typical and find they the problems in their self-motion development, such as teachers’ job burnout, the low theoretical level, the interference of other transactions, low training validity and low professional identity issues. And according to the theoretical tool----achievement motivation theory and career planning theory to analyze the causes of these problems, it discovers the causes of problems are: Firstly, it is the lack of the consciousness and the ability of autonomous growth such as self-monitoring and teachers teaching reflection; Secondly, it is lack of effective school teacher training mechanism; Thirdly, it is not enough recognition on secondary vocational teachers’ society, and the lack of corresponding safeguard mechanism. On the basis of cause analysis, this study is at the teachers’ personal, school and society three aspects to construct the system of teachers’ self-motion development strategy: Firstly, it takes measures about the correct attribution, teaching reflection and improve self-monitoring ability; Secondly, the school should create a good cultural atmosphere, teachers growth mechanism and relieving the burden; Thirdly, it is the social guarantee mechanism and corresponding training etc advantages. It is found that only from the above three aspects through the analysis can promote secondary vocational school teachers’ self-motion development from inside to outside, which is to improve teachers’ autonomous development present situation and make the teacher get real development.