Narrative Research On The Professional Growth And Development Of Middle School Physical Education Teachers

Under the environment of high quality development of education proposed by the state,as the front-line "engineer" of education policy implementation,the burden of Chinese teachers has been further increased,and how to use internal and external forces to promote the professional growth of teachers has become imminent.In addition,with the gradual deepening of the curriculum reform of basic physical education,the cultivation of high level and high quality physical education teachers has gradually become a subject that needs to be studied and promoted.The change of social demand and the change of the role of middle school PE teachers in the PE curriculum reform all lead to the change of the professional growth of middle school PE teachers.It is particularly important to interpret the essence of experience contained in the professional growth of frontline PE teachers.The lack of theory will lead to blind practice,and the lack of practice will also lead to the emptiness of theory.Based on the combination of theoretical discussion and practical investigation,the author mainly uses Dewey’s experience theory,cultural ecology theory and grounded theory,selects three middle school physical education teachers in Nanjing as the investigation objects,adopts the paradigm of narrative research,and adopts the method of literature,observation,interview and case study.The story of the three teachers’ professional growth is restored to the specific historical context and spatio-temporal situation,and the thematic view of the three teachers’ professional growth is analyzed by means of longitudinal diachronic,horizontal synchronic and implied experience comparison.It is found that the professional growth of physical education teachers in middle school shows a variety of individual-social rational characteristics,as well as the unique meaning of individual-social expectations:1)The professional growth of the three PE teachers is closely related to their personal and social backgrounds.The research results show that their commonalities are as follows: lifelong learning,professional identity,teaching and research,student-oriented teaching concept and practical rationality and value rationality as the leading factors.Personality is reflected in: teaching reason,professional growth direction,teaching concept and understanding of the new curriculum standard.2)This paper conducts a synchronous study on the interaction between the professional growth of three PE teachers and social,school and personal factors,and finds that policy support,school environment,professional identity,educational belief and affection are crucial to the professional growth and development of PE teachers.Similarly,the professional development of physical education teachers also plays an important role in the effective implementation of national policies and the quality of school education.Moreover,the sense of honor and happiness gained by physical education teachers in the process of professional growth will also promote the growth of personal professional identity and educational affection.3)Based on the above analysis,this paper summarizes the following enlightenments for the professional growth of middle school physical education teachers:(1)external support and expertise development are the guarantee for the professional growth of physical education teachers;(2)Professional identity and subject view are the internal source of PE teachers’ professional growth;(3)Professional consciousness and teaching ideal are the core driving force of PE teachers’ professional growth;(4)Lifelong learning and teaching and research are effective paths for PE teachers’ professional growth;(5)The establishment of lifelong PE thought is the compass of PE teachers’ professional growth.