hemselves. in this sense, i named my training courses as “participatory training courses”.
the training course lasts for five days, during which, i participated in as an organizer of the whole training course, a teacher educator for one subject, a peer learner of the trainee teachers, and meanwhile, a researcher. the research methods adopted in the study are ethnography, narrative inquiry, case story method, interviews and so on. the data collected include field notes of classroom observation, interview recordings, teachers’ feedback journal, and discussion groups’ recordings.
the paper attempts to answer the following questions: (1) what kind of knowledge do teachers really need? (2) how do teachers get developed through learning in this in-service training program?
by making a narrative inquiry of the training course, i gained a better understanding on what courses satisfy the teachers’ needs and arouse teachers’ awareness of ongoing professional development.
the study provided some effective suggestions for promoting teachers professional development in the current frame of teacher training and teacher education. this reaearch deepened my understanding on the issue of teacher education., what’s more, through the research.it is beneficial for me to orgnize other training class.

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