Teachers’ Professional Development Strategy Of Effectiveness

Teachers’ professional development has been widespread paid great attention to the education sector, but in the same time, A variety of professional development for its effectiveness are subject to a variety of question, which is caused by a variety of reasons. The pace of change of the concept of education has gone beyond schools and other educational institutions speed, resulting in a mismatch between the two, while teachers themselves lack a certain self-awareness and sense of identity. A variety of professional development is still on the inherent pattern, and did not make adjustments according to the external environment, so that bottleneck for teachers is more and more obvious. It is the time that urgent to change.With the help of the literature and the TALIS survey, this paper do the analysis of teachers’ evaluation of their own professional development, as well as recognition of the extent of the status quo, research service teacher professional development in the most urgent needs and to analyze the reasons for the demand of the formation. The paper also do research on the relationship between teachers’ professional development needs and the professional development resources. With the learning community theory research, the paper is going to explore the role of this learning in teachers’ professional development can play and the integration of this concept into existing teacher development approach which has become possible development of practical operation."Teaching and learning" itself is the basic law of education and teaching, teachers’ professional development should also be in line with this law, In the "learning community" environment, on one hand teachers are promoting their "teach" capability, on the other hand they receive the rapid growth of "learn". This is ensure that the education working, both meeting the learning needs of the students, but also guiding potential development and their ability to inspire students.