Research On Teachers’ Professional Development In Chinese Internationalized School In Beijing

With the deepening of China’s opening-up and globalization,the trend of education internationalization is inevitable.In the process of education opening-up,the role of International Education is particularly important.International Education is of great significance for cultivating students with an international perspective,global awareness,understanding multiculturalism,and a critical and innovative spirit.As the main position for practicing international education,the number of Chinese Internationalized School(CIS)has been increasing in recent years,accounting for half of the number of international schools in the market.As a complementary form of public education,Chinese Internationalized School provide multiple options for education.In February 2019,"Modernization of Education in China 2035" explicitly proposed the construction of high-quality,professional,and innovative teacher teams.Teacher professional development is a key engine for accelerating education development,and has always been a key topic of concern.For a long time,research on the Teacher’s Professional Development has focused on public teacher groups,ignoring the group of private teachers,especially those in Chinese Internationalized School(CIS).In the dual environment of international and private education,it is worth exploring what the professional development of their teacher groups looks like.Therefore,this thesis takes the Beijing area as the research scope,and takes the teacher groups in Chinese Internationalized School(CIS)as the research object.Through interviews,the purpose is to understand the current situation and problems of teacher professional development in international characteristic private schools in Beijing area,and propose corresponding improvement measures.Through descriptive statistical analysis of survey data,teachers in Chinese Internationalized School(CIS)in Beijing have demonstrated good professional emotional performance at the level of their personal professional development.They not only have highly job satisfaction and strong work motivation,but also possess a high level of local sentiment and international understanding;In terms of professional knowledge,more emphasis is placed on the knowledge of educational psychology,teaching methods,and international perspectives related to students,while in terms of their own discipline knowledge,they only have the basic abilities of this discipline,and there is still a large room for improvement;There is still much room for improvement in the development of professional abilities,and most teachers still lack certain abilities in teaching innovation and cooperation,educational research,and English language skill;In the behavior of professional development,they are very engaged and active in conducting autonomous teaching reflection and participating in school level listening and evaluation courses and teaching and research training activities,but their behavior in participating in teaching and research activities throughout Beijing is weak.Based on the analysis of the survey results and existing texts,the current problems and causes of Chinese International School(CIS)in Beijing are divided into two levels:internal and external.The problem of inadequate development of professional structure and content in teachers’ independent professional development is manifested in four levels:unbalanced team structure,long-term career planning,insufficient innovation and scientific research capabilities,and an unstable professional knowledge structure;The reason for this lies in the weakness of teachers’ sense of professional autonomy due to their job burnout and lack of motivation;The external problems are mainly manifested in the lack of regional teaching and research training activities,lack of external incentives,unclear evaluation of professional titles,and uneven investment in education and scientific research;The reasons behind these problems,starting from the external aspects of schools and Beijing,are mainly due to the neglect of the subjectivity of teachers due to the system dominated by "instrumental rationality",which is mainly manifested in the unclear implementation of regional policies on international education,insufficient public funding,imperfect evaluation mechanisms for teachers in schools,and a lack of planning for teachers’ scientific research and upgrading.Based on the above issues and reasons analysis,this study provides countermeasures at the regional,school,and individual levels of teachers.Firstly,at the regional level,it is necessary to enhance the status of International Education,while relevant education departments should formulate and improve regulatory policies to support and protect it.At the same time,it is also necessary to carry out diversified regional teaching and research activities to achieve a community of practice at the regional level;Secondly,at the organizational level,school management should adhere to the management concept of"teacher oriented",teachers should continue to exert the teaching and research advantages of "school oriented" in training,and students should be endowed with the educational belief of "people oriented’ in training;At the teacher level,attention should be paid to improving the professional "knowledge and ability" structure,developing international understanding and vision,and formulating long-term personal career plans.