摘要：本文在文献研究分析和问卷访谈调查的基础上，通过对不同年资小学教师对专业发展的理解进行调查研究，得出其在以下方面呈现的差异：一、对专业发展本身的理解方面：教龄短、学历低、职称低的教师倾向与把现阶段的“专业发展”认定为技能性的发展，而年资较高的教师则十分重视自身知识性和观念性的发展。二、对专业发展有效途径的认知方面：教龄长、职称高的年教师更加认同反思在教师专业发展中的重要地位，而教龄短、职称低的教师则认为“向师傅请教”更能有效高速地提升自己的专业发展。三、对阻碍专业发展的归因方面：教师随着年资的增加，越来越多的教师感觉到“主观努力”在教师专业发展中重要推动作用。分析原因，给予我们四方面的启示：引导教师对“教师专业发展”这一概念进行全面认识；根据教师年资的不同分层发展；学校的引导管理与教师的自主发展相结合；学生的全面发展与教师的专业发展相结合。

关键词: 不同年资，小学教师，专业发展，理解差异

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

教师专业发展已然成为教育事业的必然发展趋势，小学教育作为基础教育的基石，它的重要作业更是不言而喻的。因此教师的专业发展也成为学校教育中不可忽视的重要环节。通过实证调查研究发现，不同年资的小学教师对专业发展的理解确有差异，学校和教育研究者们应该在此基础上提出有针对性的建议，采取更加有效可行的措施来提高教师的专业素养，克服教师职业倦怠感，从而使学生的全面发展教育真正落到实处。