The first stage, pre-job preparation stage. It refers to the retraining from the beginning of training in normal colleges to the beginning of new posts, and it is the reserve stage of teachers' roles.

The second stage, the introductory stage. It means that in the first few years of a teacher's term, new teachers strive for the recognition of students, colleagues, schools and educational administrators, and can reach a satisfactory level in dealing with daily problems.

The third stage is the stage of forming ability. This stage is a professional development stage of actively participating in training programs and various exchange meetings and actively accepting various new educational concepts.

The fourth stage, enthusiasm and growth stage. At this stage, teachers continue to pursue greater professional development and constantly seek progress.

The fifth stage is the stage of career frustration. At this stage, teachers' job satisfaction began to decline, and they experienced frustration and job burnout. Most of this stage occurs in the middle of career.

The sixth stage, stable and stop stage. At this stage, teachers have lost the requirement of progress, and their work is limited to their own duties, only satisfied with completing tasks, lacking enterprising spirit and high-quality requirements.

The seventh stage, the professional venting stage. At this stage, teachers taste the feeling of leaving their jobs with different feelings.

The eighth stage, the end of career. It is the stage of teachers' resignation and post-resignation, including both the resignation of retired teachers and the forced or voluntary suspension of work for various reasons.

Extended data:

Diversity of teachers' professional development. Colleges and universities have always been the base for updating and creating knowledge. Teachers not only undertake the heavy responsibility of continuously exporting talents for the society, but also undertake scientific research work in professional fields. The complexity of teachers' work determines the diversity of teachers' professional development.

The autonomy of teachers' professional development. In recent years, due to the higher requirements for teachers in the reform of colleges and universities, teachers' academic qualifications are generally high. As the birthplace of knowledge renewal and innovation, colleges and universities are more likely to be exposed to the forefront of education and academic development. Relatively speaking, this innate advantage is more conducive to promoting teachers' professional development.

Moreover, the teaching object of teachers is active and energetic college students, with strong innovative consciousness and thinking ability, and easy to accept new ideas and knowledge, which urges teachers to constantly accept new things, constantly pursue cutting-edge knowledge, expand knowledge fields and broaden their horizons.

In addition, the background of learning society makes lifelong learning society pay more attention to it, and teachers become direct practitioners. All these factors urge teachers to learn independently, actively participate in various ways of learning and training, and constantly promote their professional development.

Sustainability of teachers' professional development. On the one hand, teachers' professional development is a continuous and gradual dynamic process. On the other hand, teachers' professional development runs through their whole career.

target

1. Group target teachers have prescribed academic standards; With double majors (discipline and education); Having recognized professional ethics standards and codes of conduct; There are special learning institutions, special contents and measures; Qualification system and management system; Establish autonomous organizations to supervise individual teachers.

2. Personal goals bear the responsibility and obligation to provide educational services for others; Master some academic and theoretical knowledge; Skilled teaching practice skills; Able to properly handle uncertain teaching situation; To meet the needs of self-professional development in teaching practice; Accept the monitoring of teaching quality and self-development by specialized institutions or groups.

The realization of teachers' professional development should do well in the following three aspects:

(1) All aspects of society should be managed together;

(2) Keep pace with the times and constantly enrich the connotation of teacher professionalization;

(3) Teachers' personal lifelong learning, and constantly improve their professional level.

The theory of teachers' professional development stages is of great significance to teachers' professional development. It points out the stages and paths of teachers' professional development, helps teachers to understand the steps they have to go through in the process of professional development, not only helps teachers to set short-term and long-term goals for their own development according to the development stages, but also helps schools or teacher training institutions to provide auxiliary conditions to promote professional development according to the characteristics of teachers' professional development.

References:

Newton Encyclopedia —— Theory of Teachers' Professional Development Stages