A Narrative Study On The Professional Development Of A Junior Middle School Teaching And Research Leader

As the direct person in charge and leader of the discipline teaching and research group,middle school teaching and research group leaders are endowed with multiple expectations in the construction of the teaching and research group and the professional growth of teachers.In what ways can we enhance the professional development of faculty and research staff members? How to promote the innovation of teaching and research group leader’s professional development?This paper mainly uses the narrative research method to explore the professional growth of junior high school teaching and research leaders from their own education and teaching stories,and enriches the collection of original data through literature method,interview method and object analysis method,so as to carry on the narrative.Based on the presentation and description of the story of "I" as the research object,it presents the personal experience of a junior high school teaching and research leader in his professional development process in a detailed and dynamic manner.Combined with the theory of teachers’ career development,the author makes a theoretical reflection,and analyzes the six stages of "my" career development: the early stage,the early stage,the ability building stage,the enthusiasm and growth stage,the career setback stage,and the career stability stage.With the continuous advancement of my career,I have also experienced a process from an excellent teacher to an organization leader and then to a professional leader in terms of professional development.Using "Dai Ming Huan Theory" to analyze the four organizational management functions of the professional development process of the teaching and research group leader,such as planning,implementation,inspection and processing,and deeply analyzing how the teaching and research group leader takes the implementation management of organization,monitoring,guidance,coordination and incentive,so as to maximize the enthusiasm of the teaching and research group members.At the same time,compared with the guidance of organizational leaders and professional leaders in the executive level,the management concept of "adult in accomplishing things,adult to facilitate things" is put forward.Through reflection,I found that in the process of professional growth,the head of the teaching and research group of junior high school met some problems,such as imperfect selection system,imperfect evaluation standard,inadequate special training,and weak growth consciousness of the head of the teaching and research group.Therefore,from the perspective of school administrators,this study suggests that school administrators should improve the selection and employment system for teaching and research leaders,innovate the evaluation mechanism for their professional growth and accelerate the establishment of the training system for teaching and research leaders.At the same time,from the perspective of "me" myself,I hope to provide some help and guidance to the teaching and research leaders in their professional growth by setting up the consciousness of independent development,making career planning and choosing the appropriate development path and strategy.