My topic "Narrative research on teachers' professional development in the middle of their career" is a key topic at the district level. After a year of research, I won the first prize in the district. After two years of follow-up research, he declared the achievements of Shanghai Academy of Educational Sciences and won the second prize.
This article tells an event in March 2007, which can be said to be "the origin of publishing a book". It's been three years now, but the memory of that day is impressive.
My colleague Wu Di and I's project report has been nominated as two of the 3 1 first prize among 662 achievements in the whole region. Then I made a defense and finally chose 2 1 as the first prize. The National Defense Commission consists of 30 leaders and experts.
I draw lots in advance. Fortunately, our two numbers are adjacent.
The procedure of defense is to make a 5-minute PPT report first, and then experts ask 2-3 questions for 8 minutes.
Wu Di is in front of me. At the end of her defense, Director Chen came out with her.
No sooner had my report begun than Chen Bureau came in. After 5 minutes, enter the expert questioning stage. Probably because I answered the questions succinctly, and it didn't take long for me to be asked eight questions. I was particularly impressed by two of them.
The first one is: "Why only study excellent teachers?" I replied, "There are four excellent teachers in the article. In fact, I have also studied three other ordinary teachers. I don't think it's appropriate after writing it. I should sing more praises for the curriculum reform and write more good things. So I deleted those 30 thousand words. " Bureau Chen is sitting opposite me. He smiled and said, "There is no need. We should realistically reflect the situation of curriculum reform. "
The second one is: "Why do you suggest that the education administrative department reduce the professional pressure of teachers?" I replied: "The role consciousness of entrance examination, curriculum reform, moral education workers, psychological counselors and social model citizens has made teachers bear too much professional pressure. Teachers are human beings, with their own joys and sorrows, and they have to support their families. The life of a teacher is not easy. Therefore, I hope that the administrative department will treat teachers as' people' first, and then give them professional awareness. Perhaps in this way, teachers can more appreciate the dignity and happiness of their profession and develop independently. " I saw Chen Bureau and many experts nodding frequently.
The time limit for reply is up. I walked out of the meeting, but I didn't expect Chen Bureau to come out behind me. He said, "You speak very well!" I said, "I don't know how to answer." He smiled and said, "If it were me, I would answer the same question."
To my surprise, Chen Ju walked down the stairs with me and said to me from time to time, "Your research is very valuable. I hope you will continue to do it. " Said something encouraging to me. I told him: "Among the three ordinary teachers I deleted, one had a rather stiff relationship with the vice principal, which directly affected his development. Although interpersonal relationship is not an integral part of teachers' professional development, it has a considerable impact on teachers' development. " Chen Bureau said, "Yes." Soon arrived at the door of the lobby on the first floor. Wu Di stood there waiting for me. Chen Bureau said, "You are both excellent. Your defense made the judges shine. " He specifically told me: "Make up the deleted content and you can publish a book. Of course, publishing books is not our purpose. "
Because there are people defending upstairs, we can't delay Chen's time. Leave quickly. In the car, Wu Di told me that Chen Bureau had just sent her to the stairs on the second floor and praised her for her rigorous research framework, hoping that she would continue to work hard.
I remember last year I also participated in the defense of the first prize thesis, and Chen Bureau was also sitting in front of me. I felt his satisfaction from the way he listened to my answer. Then, almost half a year later, at a regional meeting, Chen Bureau recognized me from the crowd and shook hands with me. I'm surprised. How can he remember me?
Director Chen Xiao Min's words and deeds, for him, are just a detail in countless days. However, this is a warm and touching detail, which includes his affirmation of teachers' research and his avoidance of curriculum reform. Facing up to and solving problems is his attitude towards curriculum reform.
The details of director Chen must have warmed many people. Such details moved me and filled our education with warmth.
Second, in the coffee shop of the principal training center.
I have an appointment with Dr. Li Ka-shing to meet in the coffee shop on the first floor of the training center for middle school principals of the Ministry of Education of East China Normal University. The topic of communication is how to combine my two research reports, Narrative Research on Teachers' Professional Development in School-based Curriculum Development and Narrative Research on Teachers' Professional Development in the Mid-career, into one book.
Dr. Li asked me what angle I liked, and I said "life growth" or "life development". I remember talking with the subject's emotions in interviews and writing. Chen's sigh, Liu Bugu's tears and laughter … These people let me see the rain or sunshine in their lives. Instead of helping me with my research, they showed me the flow and tranquility of life. Dr. Li said that my perspective has shifted from "professional development" of teachers to "life development", which has broadened the horizons of researchers. Teachers' professional development is a part of their life development, and the key figures and events in their life growth will greatly affect teachers' professional development.
He told me to pay more attention to some theories of educational sociology and introduced me to two books that might be helpful to my writing, Children in the Great Depression and Polish Farmers in Europe and America. The former embodies the philosophy of self-repair after the disaster, while the latter vividly and profoundly reflects the living conditions of Polish farmers and their husbands' situation in Europe with letters from farmers' wives. To tell the truth, in front of Dr. Li, who is gentle and knowledgeable, I often feel very shallow and often lose my usual "calmness" unconsciously. Reflect on yourself, I really haven't read too much during this time.
Another important suggestion he gave me was to supplement a principal and two middle-level cadres. This caused my * * * sound. I once studied the headmaster of a middle school, Chen, who is almost 50 years old. It would be nice if we could add a young headmistress. We thought about several principles together. Although they are all excellent, considering the uniqueness and representativeness of the samples, we still gave up. Finally, Dr. Li recommended a rural headmaster who is in his thirties, has rich experience, is in graduate school and is currently experiencing many contradictions. I am satisfied with all other conditions except that he is a man. Later, I spoke to the headmaster by phone, but I gave up because of my busy work and long journey. The study of middle-level cadres has always been ignored by me, and no one has ever reminded me. Thank you very much, Dr. Li! Middle-level leaders are the assistant of the principal and the participants in school decision-making. They are not only top-down bridges, but also concrete implementers of creative work. They play a unique role in the development of the school. If the school work is compared to a chain, the middle piece will rust, which will naturally affect the operation of the whole chain. This idea coincides with Dr. Wang's later suggestion.
On that day, Dr. Li also carefully read some of my chapters and made writing suggestions for specific details.
While watching and thinking, he suddenly asked me: What kind of people are you most interested in? I blurted out: those characters full of pain and contradiction. It's not that I love watching others suffer, but that their inner conflicts make the characters real and full. I am most afraid of writing "hero". He reminded me whether to write about the key to these characters' lives. I suddenly remembered the wisdom of the head teacher of the primary school. She is carefree and comfortable in class management. Obviously, her contradictions and pains are short-lived, which is only an inevitable step for her to open the educational knot. So I denied in my mind my original idea of paying attention to the "pain and contradiction" of the characters.
From the professional development in the middle of a teacher's career, we turn to a person's career planning. Dr. Li said: University teachers generally have very clear career plans. I said: primary and secondary school teachers have almost no sense of career planning. The reason is that university teachers have their own platform, strong scientific research self-awareness and less administrative intervention. The podium of primary and secondary school teachers belongs to others to some extent. Even if an excellent teacher tries to form his own teaching style, the recognition of the style is still others'. We also talked about our dreams. A dream closer to me is to write about the teacher before writing about the student, and look at the teacher from the standpoint of the student. After writing about students of different ages and personalities, write about parents. If parents' educational awareness is awakened, how spectacular our educational cause will be!
Dr. Li smiled kindly. "That must be interesting."
I like this kind of thematic and casual conversation. Often an idea, a suggestion, can make me very inspired, less detours.
Third, hands-on guidance.
Because the school work is very busy and it takes a lot of time for my daughter to apply for a visa to go abroad, the manuscript has not progressed for a long time.
Last July, in my office, when I learned that Mr. Wang's doctoral thesis and postdoctoral report were written by the method of "narrative research", I really had a feeling of meeting a bosom friend.
A few days later, she sent me a message encouraging me:
I have been reading your two books these two days, as if I were going through the research process you have devoted, puzzled and delighted. Some primary and secondary school teachers who are making friends are also going to study, but you are a professional. It is really the first time to describe and explore through theory and practice. Among them, diligence, curiosity and talent are all important success factors. Learn from you sincerely!
Although I have received systematic academic training, I am not good at asking for advice actively. For example, I have been a postdoctoral fellow in East China Normal University for two and a half years. I have only listened to the courses of famous scholars and rarely dared to communicate with them directly. In addition, most of the narrative research I do is on-the-spot investigation in the anthropological sense, which makes it difficult for your role to have depth and presence.
She brought it up, but the communication on stationery was not clear, so we talked face to face. In the summer vacation of 2009, we met in the coffee shop on the first floor of the training center for middle school principals of East China Normal University. It rained heavily that day, and she drove to pick me up, and she didn't forget to bring her daughter a gift to go abroad.
We revised the manuscript as we read it. The biggest gain is that we have re-established the framework of the manuscript, revised the catalogue, and expanded the chapter on "I" in the manuscript into a separate part juxtaposed with the two themes of "curriculum development" and "middle career". Her specific suggestions are as follows:
(1) About "research objectives and themes". In this part, it is necessary to integrate the summaries of the two studies, in which the purpose and theme of the study are the main contents of the revision. It is necessary to explain clearly why "teachers' professional development" has finally developed into a research topic from the initial research purpose, especially to sort out the related concepts such as mid-career development and existing research, so as to form a holistic sense and reduce duplication in the research.
(2) Some explanations about the introduction. Every point in the whole introduction needs to integrate the two overviews. Everything that can't be mentioned is put into this "several explanations", but generally don't spread too much. Information about "myself" should be put in "my career growth" to avoid repetition.
(3) The name of the researcher. It is suggested that the main title of each chapter should be the pen name of the teacher. Of course, the name should be more particular, so that readers can match her story and course immediately. For example, the name "Huang Yan" can be done.
(4) About "style". It is suggested to unify the whole text. For example, the first part consists of curriculum development story, growth story and analysis.
(5) About "my thoughts and suggestions". I think it should be different from factor analysis, focusing on some unique phenomena found in a teacher during my own research. "Suggestions" are selected from personal suggestions in the previous chapter. Of course, if there is no suggestion here, you can mention it in the last chapter.
(6) The teacher A.D. is undoubtedly the most worthy of in-depth analysis in the story of curriculum development, and it is also the most sensitive. Your original text is to analyze the factors that hinder its professional development. I don't think it's appropriate. There is a pre-existing value judgment-quitting curriculum development is to hinder its professional development. It is better to tell the truth and only analyze the reasons for its withdrawal and the enlightenment it draws, which may reduce the sensitivity.
(7) On the issue of "overall layout". The biggest problem you face is Miss Wu Di, because only she coincides with mine. It's up to you to decide whether to present them separately or integrate them into a chapter. Divide for a reason, and combine is valuable. No matter which choice you make, you should explain in the introduction that ten teachers are not exactly ten stories, there are two-in-one stories, and there are also two stories for one person. Most importantly, you are one of the "Top Ten Teachers" yourself!
(8) About "I". Putting yourself among ten teachers will be a new idea of this book, and it is also an important feature that distinguishes this narrative research from other studies, because you are an absolute insider and you are also a front-line teacher in the wave of professional development. It is suggested that the diary and self-analysis in the first study should be organically integrated, and even words written by others should be added to enrich the story.
(9) About the "conclusion part". It is suggested to review the stories of ten teachers again to lay an important foundation for future thinking. But the review here should really be more analytical, just as you focused on sexual performance, promotion factors and obstacles in the first "review". Especially in order to cooperate with the "curriculum development" part, you need to make a similar overview of the six stories of "mid-career". Of course, if Wu Di's story is integrated into the first part, here are five stories.
(10) Reflections on the professional development of teachers in the middle of their career. This is a title I moved from the second study. There may be a lot of content in it, but it needs to be broken down into several points. If you can integrate with the first five questions, the pressure of reading and writing will be reduced. The total number of entries should not exceed 7.
(1 1) About "Suggestions". Similarly, the relevant content of the second study should also be added, as far as possible targeted, but the relevant vocabulary should be considered again. For example, are there any non-developmental teachers in the reference to "developmental teachers in curriculum development"? Why only give advice to developmental teachers? In addition, one-on-one suggestions can also be placed in the last column of each teacher's story, "My thoughts and suggestions". You can choose how to place them.
Under the guidance of Dr. Wang, I spent several months making "revolutionary" revisions to the manuscript.
In February this year, we met again in the real pot cafe on Hongqiao Road and Panyu Road. From 3: 30 pm to 9: 30 pm, we never stopped discussing the manuscript for six hours.
As before, she looked at the manuscript chapter by chapter and revised it after consulting with me. For example, the definition of "teacher professional development", the "thinking" part of each chapter, the title and content of each section and the final "conclusion" part. We are all tired because of the long discussion. However, she is more patient than me. I want to give up when considering "growth", "development" and "growth", but she has to think carefully. Really touching!
At the beginning of April this year, I sent her the third chapter "My professional growth in school research and management" with a postscript: "Professor Chen Jianhua wrote a comment on me. What do you think you have to add?" In addition, this chapter is very special and novel in the book, and it is easy for others to think that I am boasting. Therefore, please change the narrative of the whole chapter to peace and truth from the perspective of a bystander. "
Two days later, she wrote back: "I downloaded this chapter and prepared to make some comments while reading it." Unexpectedly, there is no place to write. Maybe I'm too familiar with what I said before. We basically ran them all that day, and I really didn't think it was a big problem. Professor Chen has written what I want to say more accurately. It seems that he really knows you, especially the last paragraph, which is a bit sensational and very good. Recently, I was busy doing field research for migrant workers' children's schools, and I relaxed tonight. After reading your writing and watching TV for a while, I feel very happy. "
Her happiness infected me. I met Dr. Wang Liqin. Her kindness, erudition and patience not only changed my manuscript, but also filled my life with luck.
Fourth, word-for-word suggestions
I know Dr. Lin Huacun because of his wife. They are classmates of the Education Department of East China Normal University, and we are good friends. When she heard that I was having a headache for a book, she said brightly, "Let Lin show it to you." I sent him the manuscript that night. I think if different experts give me advice from different angles, it will be more conducive to the perfection of the manuscript.
Dr. Lin Huacun read the first draft at that time, and he quickly gave me an answer:
(1) The basic impression is that some contents are too divergent when telling stories, so it is necessary to closely focus on the theme and keyword "school-based curriculum and teachers' professional development", and short stories such as personal growth experiences should not be the main part of the chapter.
(2) The professional development in the middle of teachers' career is an important period of teachers' professional development, which has the particularity of time. Teachers' professional development in school-based curriculum is an important means of school-based curriculum as teachers' professional development. It should be said that although there are many ways for teachers' professional development in the middle of their career, the development of school-based curriculum is undoubtedly an important aspect. Several research objects selected for teachers' professional development in school-based curriculum also have problems in the middle of their professional development. The two have different emphases, but you have me and I have you. The similarities between the two are all around teachers' professional development, but they are different from each other and have different emphases.
(3) What is the motivation of teachers' professional development? How to plan for the middle of a teacher's career? What is the relationship between school-based curriculum and teachers' professional development? Wait, it can all be elaborated in the postscript.
(4) Annotation method: it should be placed at the end of the quoted content.
Of course, he did not forget to encourage me: "The first and last chapters are relatively complete in content and reasonable in structure."
I revised this article according to Dr. Lin's suggestion. The biggest change this time is to gather the rambling stories around the theme and insert the teacher's growth process into the analysis part.
In a teahouse on Nanjing West Road, Dr. Lin and I discussed my manuscript face to face, and the theme was still refining the story and rethinking the analysis.
In early April this year, I sent him the whole manuscript. He was very busy at that time, but a week later, he sent me the revised manuscript word for word. There are changes in words, adjustments in order, and inaccurate revisions in concepts. For example, my original text was "Theory is a summary of many cases", but he changed it to "Theory is an abstract summary with certain universal significance". Although it is a minor change, its academic nature has been greatly enhanced.
Mr. and Mrs. Lin are my friends and teachers.
Gratitude makes me feel like a spring breeze.
Everyone's growth is inseparable from the support of others, and so am I. Besides the expert friends mentioned above, many people have helped me.
Thanks to Professor Gu Lingyuan, Professor Zheng Jinzhou and Professor Liu Lianghua for their warm speeches. Their encouragement and support moved me and will be the driving force for my future work and research.
Thanks to Professor Cen Guozhen, Dr. Li Xia, Mr. Han and Mr. Wu Xun for carefully revising and polishing the manuscript for me.
Thanks to Mr. Dragon Yao, his repeated encouragement and tolerance helped me achieve a balance between body and mind in my daily work and amateur writing. And as the editor of this book, his meticulous and conscientious work has improved the quality of this book.
Thanks to my parents, husband and daughter, their sharing and encouragement made me walk calmly on the road of research without worries.
Due to the limitation of space, I can't list the names of many people who have helped me, and I can't write down too many things and feelings in my life in refined language. Even if I can't write the real names of the subjects or the principals and teachers who write "narratives" and "comments" for me because of the ethical problems in narrative research, I will always remember their friendship with me in my heart. Without their support, this book would not exist.
The window of my study faces the colorful Xujiahui. Looking up out of the window, two tall buildings in Ganghui stand in front of us like a mirage. The milky white lights contrast with the orange street lamps winding on the ground, making the city look more modern at night. Wandering in this beautiful night scene, I think, maybe many years later, when I am still sitting in the window of my study, those lost times and those who have illuminated my life will become my beautiful memories.
Gratitude makes me feel like a spring breeze!
20 10 impression of Shanghai Harvard in June