The Empirical Research of Middle School Biology Teachers' Professional Development: Is the Professional Planning Useful?—Take Guangxi as an Example
Yingzi He 1, Jiaan Zhu 2, and Sheng Miao 1
1. College of Environmental and Life Science, Guangxi Teachers Education University, Nanning, China
2. College of education science, Guangxi University of Education, Nanning, China
2. College of education science, Guangxi University of Education, Nanning, China
Abstract—Based on the hypothesis that a teacher who has made professional planning usually develops better, through the questionnaire investigation and interview method, research on the current high school biology teachers' professional planning related problems, a survey of Guangxi Guilin, Liuzhou and Qinzhou district among 164 high school biology teachers and 15 top-tier high school biology teachers. To the results for the statistics and analysis of comprehensive science, we put forward the corresponding countermeasures and suggestions to the response problem from the survey.
Index Terms—high school biology teachers, professional consciousness, professional planning, professional development
Cite: Yingzi He, Jiaan Zhu, and Sheng Miao, "The Empirical Research of Middle School Biology Teachers' Professional Development: Is the Professional Planning Useful?—Take Guangxi as an Example," International Journal of Learning and Teaching, Vol. 3, No. 2, pp. 130-135, June 2017. doi: 10.18178/ijlt.3.2.130-135
Cite: Yingzi He, Jiaan Zhu, and Sheng Miao, "The Empirical Research of Middle School Biology Teachers' Professional Development: Is the Professional Planning Useful?—Take Guangxi as an Example," International Journal of Learning and Teaching, Vol. 3, No. 2, pp. 130-135, June 2017. doi: 10.18178/ijlt.3.2.130-135