Research On Beginning Teachers’ Professional Development

The study on Teachers’ professional development began in the1970s-1980s, and was attracted much attention in the America in the1980s. Recently, in China, the issue of Teachers’ professional development is put forward explicitly. It’s only a short time. At present, under the background of social transformation in our country, emphasize and pay attention to the teacher professional development has become the responsibility and an important measure to revitalise the education. Teacher professional development,what is increasingly focused by educational theory researchers, policy makers, our education policy makers and the general teachers and so on.Beginning teachers belong to a special group of teachers. They are not only in the key period of teacher professional development, but also in a transition period which is full of frustration and futureless. To beginning teachers, how they develop in their early career stage will not only determines if they will remain education teaching positions, but also has a profound influence on their teaching effectiveness and occupation happiness. The paper takes teachers’professional development as the center, selecting three representative of beginning teachers as the research objects, by using the method of narrative research, by means of my tracking observation and interviewed, on the one hand, aims to analysis the current situation of professional development of beginning teachers;on the other hand, objective to explore the factors influencing their professional development; at the same time, we try to get beneficial enlightenment for the beginning teachers’ professional development. Researches found that the influence of teachers ’internal factors is the key of teachers’professional development, such as the individual and occupation identity, educational belief, reflective consciousness and the ability of learning. Then there are the role of the external environmental factors, school of management, training and education, organizational culture is included. Through the interpretation of beginning teachers’ professional development, the author found that enhance the occupation identity; enact life-long learning concept and theory; develop a better habit of reflection; to create a good school culture; enrich the ways and contents of training and learning; a humanized management mode are effective and indispensable ways to promote the beginning teachers’professional development.