Mechanism of Development and Operation of School-Based Teachers’ Professional Development and Its Status Quo: A Case Study on Shanghai Experimental School
This study explored the mechanism of the development and operation of schoolbased teachers’ professional development and its status quo through a case study of Shanghai Experimental School. A review of the literature revealed that the subject has the following seven major features pertaining to school-based teachers’ professional development: (1) Module-based courses on school-based teachers’ professional development have been opened to optimize the school’s faculty structure. (2) The school’s teachers have developed a 3-year development plan as an important basis for guiding the development of their own expertise. (3) Strategies, such as massive open online courses, open classes, and using different structures for the same class, are adopted to enhance the teaching quality of its teachers. (4) The subject emphasizes school-based teachers’ professional development with teamwork between teachers as a central focus, and it establishes an excellent teacher culture. (5) Leadership is no longer a task assigned to certain people. Teacher leadership plays a vital role in school-based teachers’ professional development. (6) Substantive assessment and the classification system of teachers directly strengthen teachers’ attention to and participation in schoolbased teachers’ professional development. (7) Although teachers experience stress at work and during professional development, they still hold a positive attitude toward their professional development. Finally, this paper offers five suggestions for national primary and secondary schools and for future research.
|關鍵詞||個案研究、教師專業發展、學校本位、case study、teachers’ professional development、school based|