Jiaqi Fu

The Road to the Development of Teachers Professional Autonomy

Jiaqi Fu

Abstract

Teachersprofessional autonomy is the ultimate goal pursued by the current teacher professionalization, but teachersprofessional autonomy cannot be spontaneously realized in the process of teachersprofessionalization. Due to the infuence of professionalism, externally imposed doctrinal reform programs, the ever-increasing pressure for reform, and the indifference to teacherspractical knowledge, teachersprofessional autonomy is obviously insuffcient. Starting from the internal and external conditions necessary for teachersprofessional au-tonomy, exploring the paths of professional autonomy is far-reaching to promote the process of teacher professionalism. From the internal and external conditions required for teachersprofessional autonomy, exploring the path of autonomous professional development of o teachers is of profound signifcance to the process of promoting teachersprofessionalization.

Keywords

Teacher Professionalization;Autonomous Development; Professionalism

Full Text:

PDF

Included Database

References

[1] Berliner, D.C. The development of expertise in pedagogy[M], AACTE Publications, One Dupont Circle, Suite 610, Washington, DC 20036-2412, 1988: 8.

[2] Burkhauser, S. How much do school principals matter when it comes to teacher working conditions? [J], Educational Evaluation and Policy Analysis, 2017 (1): 126-145.

[3] Chalmers D, Cummings R, Elliott Set al. Australian university teaching criteria and standards project[R], Deakin University,2014.

[4] George S, Rowland J. Demonstrating the impact of your teaching: benefits of Higher Education Academy Fellowship for librarians[J], Health Information & Libraries Journal, 2019(3): 288-293.

[5] Huberman M. Professional careers and professional development: Some intersections[R]. TR Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices, 1995:9.

[6] Huberman M. Professional careers and professional development: Some intersections[R]. TR Guskey & M.Huberman (Eds.), Professional development in education: New paradigms and practices, 1995:15.

[7] Olney T, Rienties B, Chang D, Duncan B. The Learning Design & Course Creation Workshop: Impact of a Professional Development Model for Training Designers and Creators of Online and Distance Learning[J], Technology, Knowledge and Learning, 2023:1-19.

[8] Savage T. Challenging HEA Fellowship: Why should technicians in creative arts HE be drawn into teaching?[J], Art, Design & Communication in Higher Education, 2019(2): 201-218.

[9] Sonnenberg L.K, Onan A, Archibald D. Educational Technology Competency Framework: Defining a Community of Practice across Canada[J], Canadian Journal of Learning and Technology, 2021(1):1-33.

[10] Spowart L, Winter J, Turner R. Left with a title but nothing else: the challenges of embedding professional recognition schemes for teachers within higher education institutions[J], Higher Education Research & Development, 2019(6):1299-1312.

[11] Steffy B.E, Wolfe M P.A life-cycle model for career teachers[J], Kappa Delta Pi Record, 2001(1):16-19.

[12] Van den Berg R. Teachers' meanings regarding educational practice[J], Review of Educational Research, 2002,72(4):328-331.

Refbacks

There are currently no refbacks.