A Case Study of Beginning Teachers Professional Development: Based on the Perspective of Reflective Teaching under the Background of the New Curriculum Reform

Ying GUO, Yu ZHANG

Abstract


Affected by the thought of western reflective teaching, Chinese educators began to study the theory and practice of the reflective teaching in 1990s. Reflective teaching is the core factor for the teachers professional development and professional growth, especially for the beginning teacher. This paper conducts a case study of a beginning teacher by the interview method and documentary method under the background of the new curriculum reform. This case study mainly describes the four key events of a beginning teacher professional development based on the concept of reflective teaching during the past one year teaching life: the teaching design, having classes, having demonstration class and high-quality class competition in the prefecture-level city, and writing down 51 teaching reflection notes, etc., which have the realistic guiding significance to the practice of beginning teachers professional development.


Keywords


Beginning teachers; Professional development; Reflective teaching

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References


Xiong, C. W. (1999). Reflective Teaching. Shanghai: East China Normal University Press.

Zhu, X. D. (2007). Research review of teachers’ professional development. Chinese Educational Journal, (1), 68-73.

Xiao, L. P. (2002). Research review of teachers’ professional development home and abroad. Chinese Educational Journal, (5), 56-57.

Ye, L. (2001). New Exploration for Teacher’s Role and Development. Beijing: Educational Science Publishing House.

The Ministry for Normal Education. (2003). The Theory and Practice of Teacher Professionalization. Beijing: People’s Education Press.

Jin, Y. L. (2006). Reflective Teaching. Chengdu: Sichuan Education Press.

Chen, X. M. (2000). Qualitative Research Methods and Social Science Research. Beijing: Educational Science Publishing House.




DOI: http://dx.doi.org/10.3968/%25x

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