An Empirical Study On Teachers' Debris Time Based On Teachers' Professional Development

Teachers need professional development,which needs time,recognizing time is to recognize themselves,understanding time is to understand life,go beyond time is to go to freedom,so time is particularly important for teachers.Because of the particularity of the teachers' time,Hargreaves summed up teachers' time from different dimensions: compound time and singular time,regular time and accident time,subjective time and objective time,teaching time and non-teaching time,highlighting the complexity of teachers' time.The uniqueness of time and complexity of the teachers' professional development will make them feel that time is urgent and complain that the daily time is occupied too much to deal with trivialities,there's no else time can be freed up to improve their professional development.I learned from the experience of schooling and participation in teachers' training for many years,there's a great relationship between a person's space of learning and development and the ability of handling the time,and I also have the problem that how to plan debris time to improve learning efficiency,so the idea of research on this topic was born,hope to provide practical inspiration for the actual.In practice,the teachers' time complexity is reflected not only in its strong planning,but also in having to be divided into many pieces by courses and other affairs,teachers' life is full of debris time.Debris time is relative to the official time,mainly used to refer to people's short,idle,fragmented time,relative to the time of working,learning and other complete,sustained,large of the overall time,the debris time is composed of small pieces of scattered time.This study combines the actual situation of teachers in China,so teachers' debris time is defined that in addition to classroom time and large and small holiday time,what normal time do teachers have,in this article,especially the primary and secondary school teachers' debris time.Primary and secondary school teachers' debris time includes the following five categories: waiting time,interruption time,fractional time,short break time and weekend time,showing scattered,random,different characteristics,teachers engage in professional development activities are basically in these debris time.In addition to professional development activities,teachers' housework,recreation,interpersonal communication,physical needs and other activities need to be completed in the debris time,so teachers generally reflect that the debris time can not meet the needs of professionaldevelopment,by which activities are affected.The professional development of teachers in debris time is influenced by social factors and personal factors,personal factors including individual time management tendencies.This paper from the perspective of teachers' own debris time management to look through the problems of teachers,especially the primary and secondary school teachers,and analyzes the impact on the professional development.This interview chooses six teachers: Mrs.Liu and Mrs.Zhang from Y school(including junior middle school and elementary school)in Xingtai City of Hebei Province,Mrs.Feng from G primary school,in Funing County,Qinhuangdao City,Hebei Province,Mr.Li of W primary school of Shenzhou County,Hengshui City,Hebei Province,Mr.Huang from Z school(including junior high school and primary school)in Tangshan City,Hebei Province,and Mrs.Wang from H primary school in Wen'an County Langfang City,Hebei Province.Through method for empirical analysis of interviewing and follow-up observation,the study shows that six teachers are more or less have problems such as the awareness of debris time is low,the debris time assessment ability is weak,the compound time regulation is insufficient,lacking internal drive of debris time management,and there are so many issues need to deal with in debris time.On the basis of this article,the paper further explores the impact of debris time management on the development of teachers' autonomous development and external driving professional development.In the case of autonomous driving development,it includes: firstly,rich professional development activities are in debris time,secondly,a gap between the actual development and expectations,thirdly,the professional development effect is not significant in debris time and so on.In the case of external driven development,teachers are also affected by the debris management of time.First of all,they show active participation and serious professional development activities.Next,they are actively participating in professional development activities but the quality of training is not high.Moreover,the "no time" excuse of participating are used in professional development activities.In view of this,this article analysis of teachers' time management affected by teachers,time and events through a mathematical formula,and from three dimensions to put forward effective measures :teachers should establish a correct view of time,improve the ability of teachers to use time to deal with professional development,and keep balance between professional development and debris time.The value of the current educationalreform is fair and quality,high-quality education is a common expectation of the relevant stakeholders of education,and the improvement of the quality of education requires a high level of teachers,so teachers need to continuously improve their ability through professional development activities,this study suggests that the improvement of teachers' debris time management can improve status of busy work and life for a long time when the national education reform has not changed teachers' time obviously.This might provides useful enlightenment to promote the professional development of teachers.