Search

Support System Research on the Professional Development of Outstanding Teachers

Author(s)

Qingkun Liu*

Affiliation(s)

Ningbo Childhood Education College, Ningbo, Zhejiang, China *Corresponding Author.

Abstract

The professional development of teachers is a relative development, influenced by various factors such as "time, space, and group". The professional literacy of teachers includes dimensions such as educational beliefs, educational theories and models, and professional leadership. Outstanding teachers are renowned educators within a specific administrative region, over a certain period, and within a particular group. They possess strong educational beliefs, have developed personalized educational theories and models, and actively lead other teachers to improve their teaching practices and achieve professional growth. However, outstanding teachers are not born but are cultivated through nurture. Their professional development requires support in various aspects, including institution, professional learning, and leadership practice. By constructing a professional development support system for outstanding head teachers within a regional scope, it provides experiential support for the construction of professional development support systems for outstanding teachers in general, including "institution support systems, professional learning systems, and leadership practice systems".

Keywords

Outstanding Teachers; Head Teacher; Professional Development; Professional Support; Practical Exploration

References

[1]Chen Xiangming. Practical Knowledge: The Knowledge Base of Teachers' Professional Development. Peking University Education Review, 2003(01): 104-112 [2]Chen Xiangming. Revisiting Teacher Practical Knowledge: A Response to Some Queries. Peking University Education Review, 2018, 16(04), 19-33+184 [3]Wei Ge, Chen Xiangming. The Emergence and Development of Research on Teacher Practical Knowledge. Journal of East China Normal University (Educational Sciences), 2018, 36(06), 107-117+158-159 [4]Zhu Xudong, Liao Wei, Jin Wei, Liu Miao. On the Construction of Excellent Teacher Training Curriculum. Curriculum, Teaching Material and Method, 2021, 41(08), 23-31 [5]Wang Hongxia, Dai Ruihua. Educator-Type Principal Training: The Chinese Experience. Journal of the Chinese Society of Education, 2024(07), 78-84 [6]Liu Qingkun, Zhang Hongbo. A Practical Study on the Construction of Regional Master Teacher Studios from the Perspective of Teacher Leadership. The Inservice Education and Training of School Teachers, 2022(04): 19-24 [7] Ding gang. A Turn to Narrative in Educational Research. Modern University Education, 2008(01): 10-16+111 [8] Qi Xuehong. Becoming Professional: An Analysis of Basic Skills Demonstration for Primary and Secondary School Head Teachers (In Chinese). Head Teachers, 2023(02), 5-7 [9] Qi Xuehong, Huang Zhengping. Professional Basic Skills of Head Teachers. Nanjing Normal University Press, 2022