A Study on Continuous Teacher Professional Development of University

Abstract

The teacher’s professional development at the university has been highlighted in theory and practice circles. In terms of continuing teacher professional development methods, university models of continuing teacher professional development. The study included three aspects: the education management department, universities, and teachers themselves. This is a mixed-methods approach (qualitative and quantitative), based on the qualitative analysis of the system analysis of the professional development in colleges and universities as well as the model of the professional development system for college teachers. To make the analysis and conclusions of this study more practical and scientific, techniques like path analysis, descriptive analysis, and network analytic hierarchy process are used. Additionally, this study integrates the normative and empirical research. to evaluate the continuing teacher professional development capability in universities, the continuing teacher professional development capability model and the continuing teacher professional development capability assessment system were developed. And, combined with three Henan universities, further addressed the issue of relatively weightiness of assessment indices by applying the Flexible negotiation method and the Analytic Network Process. The results indicate that two components can be used to build a system for continuing teacher professional development: creating a professional learning organization and establishing a growth mode for individual teacher reflection. This research can also be used to summarize the limitations and future directions for further investigation. Conclusion: The path to the personal growth and development of college teachers is built through the creation of professional learning organizations and the reflective teacher personal growth model.