Research On Problems And Strategies Of English Teachers’ Professional Development In Rural Middle Schools

Education plan is teacher-oriented.The level of teachers’ professional development directly determines the level of education,and it is also the key factor to determine the success or failure of education reform.The professional development of English teachers is the key factor to determine the success or failure of the new round of basic education curriculum reform.The professional quality of English teachers directly affects the overall quality of English education and the improvement of students’ English level.From the current situation of education in China,the large number of rural population determines that basic education in rural areas occupies a very important position in the development of national education,and it is the main battlefield of educational reform.Therefore,it is of great theoretical and practical significance to pay attention to the current situation of professional development of English teachers in rural middle schools and to explore the countermeasures to promote the professional development of English teachers in rural middle schools.Based on the theory of teachers’ professional development and the theory of lifelong education and learning motivation,this study uses a combination of questionnaire and interview methods,and it investigates 76 English teachers in 10 rural middle schools in Shangrao district,Jiangxi Province.The questionnaire is designed on the basis of High School Teachers’ Professional Standards(for Trial)and five-point Likert scale,68 questions in total which involves four dimensions: basic situation,professional philosophy and ethics,professional knowledge and professional ability.In addition,the author randomly interviewed 15 English teachers according to their teaching age.Through investigation and data analysis,this study finds that the following problems exist in the professional development of English teachers in rural middle schools: Teachers’ professional knowledge is not sufficient;teachers lack reflective behavior,teachers’ reflection ability need to be improved;teachers’ willingness of professional development is not strong;awareness of cooperation is deficient,teachers’ training efficiency is low,and training content,form and time period still need to be further improved.The research holds that the professional development of English teachers in rural middle schools is affected by the individual factors ofteachers and external factors.Therefore,in view of the problems and influencing factors in the professional development of English teachers in rural middle schools,the author puts forward the following strategies from the three levels of individual teachers,schools and education departments: Firstly,teachers should enhance their awareness of self-development,make their own professional development plan,reflect on teaching practice actively,strengthen their cooperation ability,constantly improve their professional knowledge and ability in cooperation and reflection,and constantly improve their professional development level;Secondly,the school should establish the management consciousness of teachers’ professional development,create a harmonious campus cultural environment conducive to teachers’ professional development,carry out school-based pedagogical research activities actively and ensure teachers’ sustainable development;Finally,the educational department should strengthen the construction of English teachers in rural middle schools,carry out characteristic and targeted teacher training vigorously and promote the better and faster development of individual and group of English teachers in rural middle schools.It is believed that this study can not only enrich the theory of teachers’ professional development to some extent,but also provide constructive reference for the relevant education authorities to formulate policies of teachers’ professional development in rural middle schools and carry out teachers’ training and education reform.