Research On Multiple Strategies Of School Based Teacher Professional Development

Now, a new round of basic education curriculum reform for education quality put forward new demands, and this requirement can be said to be more demanding. Faced with the inevitable trend of reform and development programs, professional growth of teachers has become an urgent need, because it is not only related to the development of education, but also related to the development needs of individual teachers. The author in the years of elementary education and teaching practices, teacher front line of research-based, school modeled on the real work for the study, vigorously carry out research on teachers’ professional development of the university’s multi-strategy, through trial and error and attempt, initially explored with a school characteristics, teacher professional development road suitable for modern educational development needs. This paper studies the process of diversification strategy to promote professional development of teachers, a comprehensive and detailed discussion, has some theoretical and operability, the main contents include the following aspects:First, to clarify the role of teacher professional development plan developed in the professional development of teachers and schools and teachers about how the two levels of planning and design. The teachers’ professional development include macro level planning significance, idea and goal of security, also has the teacher professional development consciousness to awaken more specific, self assessment of how to build the echelon construction and development platform system formulation, teachers etc. Development planning, school level should be in the "School", based on the "problem", focusing on "development", to the "symbiotic" concept, in accordance with the needs of schools at all levels, planning is expected to reach the target, the establishment and improvement of teacher’s professional development management mechanism for school construction. Teachers levels should be fully prepared to make relevant learning, good location and quality of self-analysis, will focus on professional development of teachers positioned to further enhance the ability of education, teaching ability, research ability. By the overall planning and design, develop direction and objectives of teacher development, design Studies conducted action research methods and other strategies to enhance the innovation capacity of teachers in educational research and educational practice, moral force, education, intelligence and the ability to reflect.Secondly, it discusses with school-based training as a carrier of teacher professional development strategies. In everyday teaching in schools, school-based training is the most basic and most effective professional development of teachers. School-based training refers to the school-based training and research activities, including school-based training, learning more practical and systematic research strategy training, action research. School-based training, the most important thing is to have a foothold positioned in ways characteristic of professional development for teachers clear training objectives, training content optimization, broaden the channels open training body, expanding training form, through specific teaching practices, and explore and methods of forming a new model of school-based training school specification complete, school-based training institutionalized, so that school-based training to Lesson Study normalization, "grassroots research method" to make research of school-based training, reading reflection to enhance the training content, self-reflection so that school-based the depth of training and learning for school-based training brings fountainhead, depending on the school-based training guide lectures so validating, holiday centralized stations to make school-based training. This is a strong support for professional development schools, but requires repeated practice, continuous observation and analysis, continue to carry out the process of reflection and correction.Next, the article on the main problems existing in present teachers’ professional development, make and discuss the rational thinking. At present, the main problems existing in the professional development of teachers have: on the professional development of teachers understanding of the concept is not clear, the professional development of teachers lack the ideal and the reality gap between the overall design, the specialization of teachers, the inherent large one-sided understanding restricts the utilitarian teacher professional development speed, the teacher professional development evaluation has hindered the realistic objective questions. Aiming at these problems, this paper from the aspects of teachers’ professional development and team building of the school culture formation improvement suggestions are put forward, based on the school, for the school, starting from the school, seeking to organization development as the core of the team construction is the trend of the professional development of teachers of high quality and high standard of development. In addition, the professional culture specific, course, will study the process of serialization can be effective ways to promote the construction of teachers’ professional development.Professional development of teachers is an important project. In this paper, in-depth understanding of the value and meaning of teacher professional development, school-based management body for Management system, teacher professional development for diverse strategies to achieve a comprehensive excavation, construction of a benign environment to adapt to the professional development of teachers, fully stimulate the professional development of teachers potential, in order to further promote the sustainable development of the teaching profession, thus contributing to the overall development of the school.