Professional development of teachers and teachers.docVIP

Professional development of teachers and teachers Abstract: The ‘teacher development’ to replace ‘professionalization of teachers to write papers’ formulation, is based on professional sports history, observation and analysis of the objective reality of China’s education. Professional sports should be the essence of teacher development, teacher development only, and only a true professional capacity of teachers, the teaching profession will win the respect of their social status will be enhanced. Can not ignore their own historical realities, and blindly follow the West; nor can the overall quality of teachers is also the case needs to be improved, by means of external force to accelerate the process of specialization. Keywords: teacher professionalism; teacher development; Comparison First, the origins of Teacher Professionalization Teacher Professionalization first proposed by sociologist卡尔桑德斯 (Carr-Saunders, AM.) Proposed in 1933 [1]. In 1966 the ILO and UNESCO in the ‘recommendation on the status of teachers’ explicitly declared that the teaching profession is a profession. World Education Yearbook 1980, the theme is ‘teacher professional development’. In 1996 the ILO and UNESCO in the ‘recommendation on the status of teachers’ for the first time in an official document states that ‘should be regarded as specialized vocational education’. Thus, the professionalization of teachers made to the international community’s attention, are based on a goal, that is to raise the professional status of teachers. In such a trend, countries at all levels has its own considerations and the pursuit of the reality. In the United States. The 20th century, 80 years, the reform of teacher education in the United States has experienced two waves. The first wave is based on 1983’s ‘nation is at risk’ as a starting point of the top-down reforms, the pursuit of education, the ‘excellence’. The second wave is based on 1986’s ‘ready for the country: in the 21st century teacher