Research on the Diversity of Teachers' Professional Development Paths: Based on the Perspectives of Teacher Self-Concern and Teaching Innovation

Yiran Luo

doi:10.47297/wspiedWSP2516-250008.20250904

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Research on the Diversity of Teachers' Professional Development Paths: Based on the Perspectives of Teacher Self-Concern and Teaching Innovation

9卷第4期

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Research on the Diversity of Teachers' Professional Development Paths: Based on the Perspectives of Teacher Self-Concern and Teaching Innovation
Research on the Diversity of Teachers' Professional Development Paths: Based on the Perspectives of Teacher Self-Concern and Teaching Innovation
HuiHua College of Hebei Normal University, Shijiazhuang 050000, Hebei
2025年9卷第4期页码：44-47
纸质出版日期：2025-04-23
DOI：10.47297/wspiedWSP2516-250008.20250904
Accepted：

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(2025). Research on the Diversity of Teachers' Professional Development Paths: Based on the Perspectives of Teacher Self-Concern and Teaching Innovation. 国际教育与发展（英文版）, 9(4), 44-47.

Luo Yiran.Research on the Diversity of Teachers' Professional Development Paths: Based on the Perspectives of Teacher Self-Concern and Teaching Innovation[J].Journal of International Education and Development,2025,09(04):44-47.
(2025). Research on the Diversity of Teachers' Professional Development Paths: Based on the Perspectives of Teacher Self-Concern and Teaching Innovation. 国际教育与发展（英文版）, 9(4), 44-47. DOI： 10.47297/wspiedWSP2516-250008.20250904.

Luo Yiran.Research on the Diversity of Teachers' Professional Development Paths: Based on the Perspectives of Teacher Self-Concern and Teaching Innovation[J].Journal of International Education and Development,2025,09(04):44-47. DOI： 10.47297/wspiedWSP2516-250008.20250904.

摘要

Abstract

With the development of educational change

teachers' professional development has gradually shifted from single-skill training to the enhancement of multidimensional competence. The traditional development path ignores the intrinsic needs of teachers

leading to increased burnout and insufficient motivation for innovation. Teachers' self-concern and pedagogical innovation provide new perspectives for breaking through this dilemma; the former emphasizes the construction of teachers' psychological capital and professional identity

while the latter focuses on the innovation of teaching practice. Based on this

this paper explores the diversified paths of teachers' professional development under the perspectives of self-concern and pedagogical innovation

with a view to providing strategic references for teachers' professional development and helping them break through the bottleneck of development.

关键词

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references

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