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Teachers ' professional development

(1) teachers ' professional development refers to the so-called consciousness of teachers ' professional development, and through a variety of ways to study the problems in the teaching practice, and constantly improve the professional level to achieve professional development. 7 questionnaire on teachers ' professional development topics, we performed exploratory factor analysis, sampling the appropriate value), were taken from two factors, total variance accounted for 51. 131%, were named teachers ' professional development, network influence on teachers ' professional development. Teachers ' consciousness refers to the professional development of teachers with active learning, teaching observation and self awareness. Survey data show that 89. 5% of teachers in rural areas keep a daily reflection and teaching observation will help their education, teaching, but only 7. 6% of the teachers to write every day, 61. 8% of the teachers write only when you have feelings. Network influence on teachers ' professional development mainly refers to networks as a way of professional development. According to this two factor on 10 a district of teachers individual professional development mode for poly class analysis, results as 10 a district can is divided into five class: strong consciousness a larger effect class (class), in the consciousness a in the effect class (class), in the consciousness a smaller effect class (class), weak consciousness a small effect class (class), strong consciousness a in the effect class (class). From an overall perspective, teachers ' professional development in rural areas in Beijing were positively correlated with network influence on teachers ' professional development, namely: the stronger the awareness of teachers ' professional development, and positive impact on teachers ' professional development, the greater the network. Fangshan district which presents some particularity, characterized by a strong consciousness of the effect class, Fangshan district because teachers competitive students decline every year, teachers must work to self-development, so strong consciousness of teachers ' professional development, teachers use the Internet for promotion of development of consciousness is weak.
(2) University teachers ' professional development and collaboration of the so-called University with cooperation of teachers ' professional development refers to primary and secondary school and University professional development a model for various kinds of cooperation. University-School collaboration model of teacher professional development 8 questions were taken from two factors, total variance accounted for 51. 92%, were named on the effectiveness of primary and secondary school instruction at the University, University-supported frequencies. Validity refers to primary and secondary school instruction at the University between universities and primary and secondary schools and University researchers on the effectiveness of primary and secondary schools and teacher's Guide. Survey data show that as of right now, on topic or project process, elementary and middle schools in rural areas of Beijing teachers and expert guidance is still mainly between University researchers and the mentor relationship (47 per cent. 6%), 12. 9% of the teachers think they have developed a collaborative partnership. University's lack of effectiveness is reflected in the guidance of primary and secondary schools: 63. 8% Teachers College researchers do not know elementary and middle schools the situation 2% teachers College researchers to the school more about the progress of the project, rather than the real needs of schools, 68. 1% University researchers and teachers is not with them discussing how to better teaching, 76. 4% Teachers College researchers to primary and secondary school teachers in basic problems encountered in practice do not provide effective solutions; nearly half (43. 8%) teachers and university cooperation will not bring real progress to the school teachers ' professional development. Although primary and middle school teachers in rural areas that University researchers for their guidance is not effective enough, but there were still 81. 2% teachers College researchers reviews very helpful to their classroom teaching. They hope that university research is more able to guide them to more effectively support refers to the frequency of teaching University University Professor, the number of researchers to the school for instruction and research. 68. 7% of teachers in rural areas believe that their schools rarely have University Professor and researcher, so basically no chance of contact with outside experts ... According to these two factors clustering analysis of the 10 districts, results are shown in Figure 4. Yanqing County supported by University high frequency and University guidance are also very effective for yanqing County; Daxing, Miyun despite the high frequency of University support, but to the two guiding effect it is poor; Huairou, Fangshan and, on the other hand, despite the frequency of University support is not very high, but on the effectiveness of their instruction is very strong. So-called primary and middle schools in the training mode is based on the school's own resources, characteristics and problems, in the context of school teachers as the main training activities carried out by. BACK

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