The Research Of Approaches To Chinese-Korean Primary School Teachers’ Professional Development

With the deepening reform of basic education, the role and status of teachers have become more prominent. The research on the ways of teacher professional development appears more necessary. As a part of the minority nationality in China, Chinese-Korean has unique characteristics, which makes the professional development of the Chines-Korean primary school teachers have peculiar significance for study. This paper mainly adopts the literature method, questionnaire and interview to get multidimensional information of approach that Longjing Chinese-Korean primary school use for teachers’professional development.The results show that Chinese-Korean primary school teacher’s have several characteristics. Such as autonomous learning is irregular, school-based training is frequently and have active effect, less off campus training opportunities but considerable effect, positive professional practice. Main problems of Chinese-Korean primary school teachers professional development pathways:Teachers’ autonomous learning plan, teachers too much rely on school-based training, teacher off campus training lack of initiative, activity of thinking is not enough in teachers’ professional practice.Through analyzing and discussing to the research results that put forward six conclusions and come up with four suggestions.Conl:School-based training promotes the development of Chinese-Korean primary school teachers professional quality.Con2:The majority of Chinese-Korean primary school teachers’ self-learning is scattered, passive and unplanned.Con3:The most active meanings of School-based training are group lesson preparation and Master-Apprentice Connection.Con4:Longjing Chinese-Korean primary school teachers have few opportunities to join off-campus activity. Teacher have less enthusiasm to pursue higher degree and the purpose of learning is not clear.Con5:The off-campus training effect is considerable, though there have little chance to join it.Con6:Professional practice can effectively improve teachers’ professional quality and psychological quality.To base on the conclusions, suggestions are as follows. Firstly, guide teachers’self-learning actively. Secondly,improve the school training system to promote pertinence professional development. Thirdly, Optimize the off-campus training content, enrich the form of teacher training. Finally, Strengthen the professional practice and reflection.