Promotion Mechanism Of Elite School Teachers’ Professional Development

Teacher professional development is directly related to national prosperity, the success or failure of the education reform, the quality of education in schools as well as teachers’ own development. Teachers can not properly develop, how can the students be fully developed? To change this situation, cope with the challenges of reform of basic education teachers, provide the necessary services for the community, in the final analysis is to vigorously strengthen strengthen teachers’ professional development. In recent years, the majority of teachers and educational theory workers are generally concerned about the professional development of teachers, a large number of teacher professional development research emerge. At the same time teachers’ professional development is one basic dimensions of the elite school construction. Elite schools professional development of teachers not only should pay attention to the professional development of individual teachers and teachers’ personal growth, also should be concerned about the professional development of teachers groups, namely the improvement of the overall quality of teachers. Different schools have different management philosophy and cultural characteristics. Elite schools have a deep heritage and rich experience in management and culture, summarizing and refining elite schools professional development of teachers in promoting mechanism has a very distinctive characteristics of the times and a clear educational background, also has a certain theoretical and practical significance.School culture as the core of the school management and the carrier is bound to the professional development of teachers also plays a major role. This paper summarizes the research on teachers’ professional development present situation, focusing on school culture to promote teacher’s professional development research, using NanJing culture to promote teachers’ professional development. It illustrates NanJing culture would promote the development of teachers’ professional quality, as a "person" development, as a learner and a researcher development from the spirit culture, material culture, teachers’ culture and institutional culture. Thus, we strengthen the construction of school culture, and give full play to the function of school culture, effectively promote teachers’ professional development. I hope this study have implications on the cultural construction of other schools and teachers’ professional development.