Investigation And Research On The Professional Development Of Beginning Teachers In S School

In the middle school education,as the most potential and fighting force of the beginning teacherss,they are the pioneers in the education reform today,and are the main force.now,with the further development of education reform,the new ideas and new ideas emerge endlessly,which undoubtedly brings unprecedented challenges and impact to the past education and teaching.in this background,the professional development of teachers becomes an imminent problem.In recent years,the rapid development of s school,beginning teachers are also regarded as a special development group,although they are in the beginning of career development,but the development of s schools put forward high content and short cycle of their professional development,their professional development status is an important issue in this paper.This study makes a preliminary study on the professional development of the beginning teacherss in s school,and based on gender,teaching age,first degree,professional title and category,describes the descriptive and correlation analysis of professional knowledge,professional skills and professional affection.The preliminary conclusion is:(I)from the perspective of the same sex,the professional development of male and female teachers is similar to the normal distribution,that is,the middle level is more,the number of two ends is less.(ii)from the perspective of different teaching ages,the professional development of junior teachers is significantly related to their teaching experience.(iii)from the perspective of different first degree,the differences of professional knowledge,professional skills and professional affection between junior graduate teachers and junior college teachers are not obvious,but they are differentiated in their professional skills.(iv)from the perspective of different titles,the professional development level of the beginning teachers with different titles is different.(v)from the perspective of different sections,the overall level of professional development of the liberal arts teachers is slightly better than the initial teachers of science.(vi)from product-moment correlation analysis,professional knowledge,professional skills,professional affection and overall level are significantly related to gender.From the analysis of the variance of teaching experience factor,the junior teachers with 3 years of experience and the beginning teachers of teaching age 2 have significant differences in their professional skills.This study further through the interview and analysis of these status,from the perspective of personality treatment and general treatment of the beginning teachers of the professional development of the reference advice: personality should pay attention to the different types of typical relevant situation on professional development,so as to distinguish between treatment,common problems should pay attention to the common obstacles and short board,take unified treatment.This study is the research of regional and teacher professional development,which is not enough to represent the characteristics of all similar teachers.this study adopts a self-designed questionnaire,limited by the author's level,the research dimensions and measurement tools still need to be improved;In addition,the results of the study are not universal,and only reflect the one-sided situation of the same teachers in s school or very close area.The expected future research can combine qualitative research and quantitative research,can further reduce the dynamic process of teachers' professional development,and comprehensively study all aspects and elements of teachers' professional development.