摘要：本文在文獻研究分析和問卷訪談調查的基礎上，通過對不同年資小學教師對專業發展的理解進行調查研究，得出其在以下方面呈現的差異：一、對專業發展本身的理解方面：教齡短、學歷低、職稱低的教師傾向與把現階段的“專業發展”認定為技能性的發展，而年資較高的教師則十分重視自身知識性和觀念性的發展。二、對專業發展有效途徑的認知方面：教齡長、職稱高的年教師更加認同反思在教師專業發展中的重要地位，而教齡短、職稱低的教師則認為“向師傅請教”更能有效高速地提升自己的專業發展。三、對阻礙專業發展的歸因方面：教師隨著年資的增加，越來越多的教師感覺到“主觀努力”在教師專業發展中重要推動作用。分析原因，給予我們四方面的啟示：引導教師對“教師專業發展”這一概念進行全面認識；根據教師年資的不同分層發展；學校的引導管理與教師的自主發展相結合；學生的全面發展與教師的專業發展相結合。

關鍵詞: 不同年資，小學教師，專業發展，理解差異

Abstract：The thesis is based on the analysis of literature research, interviews and inquiries. By means of carrying out a research on the development of the teaching profession among elementary teachers with varied seniorities, the writer obtains the result that the teacher's opinions about their professional development vary in the following aspects.  

Firstly, the understanding of the professional development itself: teachers with less teaching experience, lower education background and titles tend to identify the professional development on the present stage with the improvement of teaching skills, while the seniorities pay much attention to the intellectual and ideogenetic development. Secondly, the perceiving aspect in seeking effective approaches to develop professions: senior teachers approve the importance of introspection in the development of teaching profession, but those young teachers with low titles consider that consulting the masters is effective and efficient in promoting their professional development. Thirdly, the causes that block the professional development: along with the increasing of teaching experience, subjective endeavor is regarded as the major push forward in developing the teaching profession. 

This thesis provides several suggestions in four aspects as follows. First, teachers should be guided to have an all-around understanding of "Teacher’s professional Development". Next, teachers should be trained according to the degrees of seniority. Besides, the management of school should be combined with teacher’s autonomous development. Last but not the least, students’ all-sided developments should have a close integration with teacher’s professional development.

Key words: varied seniority, elementary teacher，professional development,  different  understanding

教師專業發展已然成為教育事業的必然發展趨勢，小學教育作為基礎教育的基石，它的重要作業更是不言而喻的。因此教師的專業發展也成為學校教育中不可忽視的重要環節。通過實證調查研究發現，不同年資的小學教師對專業發展的理解確有差異，學校和教育研究者們應該在此基礎上提出有針對性的建議，采取更加有效可行的措施來提高教師的專業素養，克服教師職業倦怠感，從而使學生的全面發展教育真正落到實處。