Case Study Of Chinese Teacher Professional Development Based On Field Theory

The construction of primary and secondary school teachers is the key to the reform and development of basic education in China.As an emerging professional development community,master studio provides a platform for teachers’ growth and has an important impact on teachers’ professional development.This study try to interdisciplinary research of thinking,the field of sociology theory and combining the language teacher professional development,based on the individual micro perspective,using in-depth interviews and participatory observation and physical analysis research methods,to the language teacher professional development as the starting point and the foothold,the introduction of field,capital,habitus and other core concepts,Using narrative method to objectively present the reality of Chinese teachers’ professional development in different fields,and using field theory to analyze it.The conclusions are as follows:The professional development of Chinese teachers is rooted in a specific field,which influences the formation of actor’s capital and habitus,and capital and habitus in turn construct the field.Before entering the masters studio,the school is the main field of teachers’ professional development,teachers of H in this field obtained through teaching ability,form the fight alone,the but again eager to break through the rituals,understanding of their own professional development has a simple,into the "know" the primary level,but also in to the professional development bottleneck and vacant.After entering the master’s studio,the master’s studio becomes the main field for TEACHER H’s professional development.The positive and healthy field enables the teacher to obtain more cultural and social capital and form the excellent habit of mutual assistance and down-to-earth.In this field,Teacher H regarded his professional development as the enjoyment of life and reached the highest level of "happiness".In view of the above phenomenon,this study puts forward the following suggestions for the professional development of Chinese teachers with the help of field theory:1.The professional development of Chinese teachers is closely related to field,capital and habitus.Field provides objective development environment and practice space for teachers,so positive and healthy field should be created for teachers to better promote their professional development.2.Capital is not only a practical tool for teachers,but also a means and purpose of competition for teachers.Therefore,various kinds of favorable capital should be continuously increased to enable teachers to occupy a favorable position in the field to obtain more capital,so as to promote their professional development.3.Habitus is the inner belief of teachers,which exists in their subconscious and affects their practical activities.Therefore,it is necessary to cultivate teachers’ excellent habitus and correct their bad habitus so as to jointly promote teachers’ professional development.