A Case Study Of The Professional Development Of The "Honorary Queen" Of Special-grade Teachers

Special-class teacher "reputation" generally refers to the teachers' professional development has won the honorary title of the special teachers professional development,the existing research is more focused on premium before the "reputation" professional development for teachers,and less attention to the "reputation" professional development,but its "reputation" are often faced with the new situation of professional development,therefore this study focus on the super teacher professional development "reputation".Jiangsu LH Master Studio takes special-grade teachers as the training object and educational-type teachers as the training objective,providing the development direction and approach for the "post-prestigious" professional development of special-grade teachers,as well as an opportunity for the author to study their "post-prestigious" professional development.Therefore,this study takes LH master's studio special-grade teachers as a case,focusing on the professional development of the studio special-grade teachers after their "reputation".It is found that one of the main problems is that,in terms of research content,relevant studies focus on the status quo of the professional development of the "post-prestigious" teachers,and lack of exploration into the specific process of the professional development of the "post-prestigious" teachers.Based on this,this study strengthens the research on the professional development process of the "prestigious queen" of the special-grade teachers.From the perspective of the "prestigious queen" of the special-grade teachers,it tries to investigate how the "prestigious queen" of the LH master studio conducts professional development.The specific research contents are as follows:First of all,the related theory of teacher professional development study and reflection,to construct a super teacher "reputation" professional development,the basic hypothesis of super late basic in teacher's professional development,the educator should be type teachers as ought to be the pursuit of its development,combined with the characteristics of super professional development for teachers "reputation",needs,and ought to pursue,In this study,teachers' belief,teachers' knowledge,teachers' ability and teachers' leadership are taken as four dimensions of the professional development of special grade teachers.Secondly,through purposeful sampling,choose provincial LH masters studio members of teachers as a case,through participatory observation,semi-structured interviews and a large collection of documents and materials,according to the theoretical framework to reorganize and data analysis,the original four dimensions detailed claims for the teaching,teachers knowledge,scientific literacy and leadership,From these four dimensions,a deep description of the professional development status of the distinguished teachers in LH Famous Teacher Studio is given.Study found that LH masters studio special-class teacher professional development mechanism of "reputation" mainly through extensive reading,research and concise promotion teaching advocated,makes its own education combined with theory and practice,individual cognitive conflict,leading and the combination of autonomous learning and expert teacher get play a cluster effect,so as to realize the four dimensions of professional development.Its development is embodied in the further improvement of teaching propositions,the explicit and updating of existing knowledge,the enhancement of the awareness of research norms,the expansion of regional influence and the enhancement of professional autonomy.Finally,combining with the educator type teachers,teachers' professional development and learning community theory,analysis the LH masters studio super teacher "reputation" development process,have its aspects still need to strengthen the professional ability,studio ignore teachers' individual development need,teachers cooperation looser and learning problems such as insufficient system.The main reason may be the busy work and confused pursuit of teachers and the lack of overall coordination of external parties.Therefore,this study puts forward two suggestions for improving teacher training from "spontaneous" to "self-conscious" and from "scattered" to "integrated" at the external level.