Focus On Life: Reflection And Transcendence Model Of Traditional Teacher Professional Development

The traditional sense of the "teacher professional development", mostly are based on thetechnical rationality and requires all teachers according to a model, or a state standard ofunification. The guidance of teachers specialization under this technical rationality, has quiteacted as a kind of alienation in an inauthentic state. Teacher professional development hasalso fallen into mandatory, dominance, rule, oppression and training process. However, thereal teacher professional development should not be established in the control of technicalrationality, but naturally formed in the process based on equality, dialogue, freedom, andexploration. To really understand the connotation of teacher professional development model,is to constantly reflect on their traditional, then turned to the thinking of teacher’s soul and life.Model is under the influence of some ideas or theory, forming comparatively stable structureor activity diagrams, and it in a chart as a new form of expression and interpretation. Theauthor attempts to construct the model of innovative teachers’ professional development in ourcountry by elaborating the connotation, structure and so on of teachers’ professionaldevelopment. This model is parsing from the teacher’s life attribute, that is the life process.The nature of education is a career which guide human’s soul. The construction of teachers’professional development model is a care process which accompanied by a teacher’s entirecareer life with the release of teacher’s life impulse, the attention of living circumstances andthe stretches of historical experience. Only have a deep inspiration to the nature statement ofteacher’s life and spirit can we make this kind of development concept penetrating into theteachers’ blood. In this study, therefore, we must return to the real history and reality, lettingthe light of ideas enlighten teachers’ life and survival of the current situation, so that we canestablish the real "teachers’ life presence","experience presence" and "meaning presence".Life process compatible with the improvement of normative institutions, theimprovement of primary and secondary schools and the improvement of integration. Thismodel hold the view that the teacher professional development and teachers’ individual lifedevelopment is the same process. It aim to maintain the sustainable development of the powerof teachers’ professionalization, making teachers to prepare for professional teachers andprofessional personality, to motivate students’ learning emotion, knowledge and technology,and to generate continuous learning enthusiasm and self-restraint. It stick to the theory of lifephilosophy of arousing teachers’ intrinsic ability, respecting teachers’ historical experienceand coupling of cultural circumstances. This innovative model based on the theory of lifephilosophy, and the practice of it advocate the following strategies: First, meditation andreflection learning; Second, the practice and experience learning; Third, dialogue and cooperation learning; Fourthly, reading and lifelong learning. Taking the teacher professionaldevelopment as a process of life, so that not only can we avoid luring and assimilating byadministrative power mechanism, but also actively resist and standardization of professionaltechnical and administrative words, discipline, and to defend the dignity of knowledge and theschool. In the end, we can transcend professional barriers, construct the real teacherprofessional development overall, dynamic and life model.