Research On Teacher’s Virtue In The Perspective Of Teacher’s Professional Development

In recent years, following the advancement of teachers’ professional development research and practice, teachers enrich their professional knowledge, and improve their professional skills continuously, but pay less attention to the the development of the professional spirit, particularly to teachers’ virtue. Teachers’ virtue, plays the important role in the teachers’ professional development, and relates to the success of education. Recently, the teacher’s ethics construction focus on the improvement of the system and specification, lack of attention to teacher’s virtue. Teachers’ moral depends not only on the constraints of system and standardize, but also on teachers’ internalization from external requirements to internal quality subjectively.This research use the literature analysis and historical analysis methods, collect and comb literature about the teachers’ virtue and teacher professional development, study teachers’ virtue in the perspective of teacher professional development from the theoretical level.This article main content is divided into six parts. The first part is the preface. First, it raise the argument based on the teacher’s ethics landslide and the lack of virtue of teachers’ professional development. Then through the literature review, it points out the shortcomings of present researches: lack of analysis of teachers’ virtue from the time dimension, focuses on how to promote the development of teachers’ professional knowledge and ability without in-depth study of teachers’ virtue. Finally, it enucleates research methods and significance. The second part, first it clarifies the definition of teachers’ professional development, morality and virtue, teacher’s virtue and teachers’ professional ethics. The third part, it illustrates the value of teacher’s virtue. First of all, the teacher’s virtue makes teachers have the consciousness of active development, professional faith, emotion and attitude of professional development, promotes teachers constantly to improve themselves, and be happy in the education practice experience. Secondly, the teachers’ virtue also has extrinsic value, such as promotes the development of students, the progress of education and social stability. The fourth part, it cards ideas about teachers’ virtue of China and western from a historical dimension, takes essence from these ideas, to enrich the connotation of the contemporary teacher’s virtue. The fifth part is the analysis of the connotation of teacher’s virtue. This part content clarifies the meaning of the teacher’s virtue. Teachers accomplish teacher’s virtue in education practice constantly, it has great significance for teachers’ individual development. Then it points out the traits of teachers’ virtue,professional, recessiveness, guidance, stability, long effectiveness and self-discipline, etc. Then it analyzes the constitutes of teachers’ virtue,such as kindness, love, sense of responsibility, wisdom and justice and so on. The last section is the formation mechanism of teacher’s virtue. The research suggests that the formation of teachers’ virtue is the result of the synergy of external conditions and internal mechanism. It depends on the external material, system and culture conditions created by social and school, more on the teachers’ self-cultivation. Teachers should constantly improve the moral cognition, get internal quality, and practice virtue behavior.