A Case Study On The Growth Of Chinese Expert Teachers In Primary Schools

A century long plan,education as the foundation,education as the foundation,teachers as the foundation.In recent years,the Ministry of Education of the People’s Republic of China has vigorously called for the cultivation of a high-quality teaching team with noble professional ethics,excellent work style,and rigorous academic research.As a leading figure in the teacher community,expert teachers have a richer professional knowledge structure and practical experience,which is the goal and demand of teacher professional development.They should undertake the mission of cultivating socialist construction talents.The primary school stage is a crucial period for cultivating students’ mental maturity,and the primary school Chinese curriculum is also a basic course for students to learn their mother tongue.Primary school Chinese teachers naturally become a tangible window for students to understand and perceive the world.Only teachers who have seen the world can teach the world to students.Primary school Chinese language expert teachers not only teach knowledge,but more importantly,teach students how to be human beings.Only a teacher with positive energy,positive optimism,and upward development can educate true students.Therefore,for student development,it is particularly important to study the personal professional growth process of primary school Chinese language expert teachers and deeply explore the reasons behind their growth.This study takes Teacher N,a Chinese language expert teacher from Primary School B in Zone A,as the research object and conducts a case study on him.Based on Fessler’s theory of teacher career development,this study uses interview,case study,and observation methods to examine the growth imprints of expert teachers.It analyzes the factors that affect the growth of expert teachers from three levels: personal environment,organizational environment,and social environment,and obtains inspiration from them.Through organizing the interview content,it was found that the growth of expert teachers generally goes through the following stages: the desire for simplicity during the sedimentation period;The joys and sorrows of being a teacher at the beginning of the adaptation period;Teach one’s own characteristics during growth;During the breakthrough period,we have seen another pure land;Be a happy traveler during the stable period;During the creation period,they still worked hard in the fields and fields.Different stories occur at each stage,and from the perspective of the story itself,various factors play a role in the growth of expert teachers.From the perspective of personal environmental factors,there is both solid and strong family support,as well as the influence of teachers’ personal positive and enterprising professional values and key events in their growth;From the perspective of organizational environmental factors,fair and rigorous school management,a culturally rich school atmosphere,and an endless teaching and research team all have a subtle impact on the growth of expert teachers;From the perspective of social environmental factors,the support of national education policies and the nourishment of Qilu culture have influenced the words and actions of expert teachers.Based on different influencing factors,specific divisions and explanations will be made.Finally,based on the growth imprints and influencing factors of expert teachers,the following insights can be drawn: for individual teachers,to become socially recognized expert teachers,they must possess the important characteristics of "being accompanied by books,student-centered,following famous teachers,and promoting teaching through research".However,the growth of teachers cannot be separated from the support of external forces.Therefore,building a community for teacher development and policy support are essential.