The stages and strategies of teacher's professional growth in developing of the value education curriculum

Abstract

This paper has described the process of teacher professional growth in developing a curriculum reform over a 20-month period in Chinese Language and Mathematics subjects of primary school. Five main partners played key roles at different stages of the teachers′ growth. The subject experts were critical in helping the teachers to understand the concepts and philosophies underlying the reform and to give specific examples,resources and feedback. The curriculum reform experts were important to reinforce what the subject experts were saying in the overall context of the reform. The education department officials′participation was necessary to provide professional incentives for the teachers to sustain their participation and to provide support and reassurance about policy - related matters. Financial incentive to participate was given by the sponsoring body and was another critical component of the sustainability, particularly at the times when the participants could have been tempted to give up. The participating teachers themselves became critical partners. Particularly once they had grasped the basic ideas, as they became a source of support and inspiration for each other. 价值教育课程重构的实践是一线教师、课程专家、学科教育专家、教育局官员和赞助机构等共同合作的成果。参与教师尝试在小学语文和数学课堂教学中融入价值教育。研究发现,教师在五个专业成长阶段遇到不同类型的困难和障碍,需要不同合作者的支持和帮助。学科专家在帮助教师理解改革的概念和原理,提供具体的案例、资源和反馈意见等方面起着关键作用;课程改革专家在整个改革过程中可以巩固和加强学科专家的建议和观点;教育行政部门的参与可以提供业务方面的奖励、使项目得以继续并给予来自政策方面的肯定,赞助机构承担项目的所需开支和参与者的资金奖励。