Study On Professional Life Status Of Rural Primary School Teachers

Teachers'professional knowledge, competence and affection, directly affect the quality of education. All of these are to be promoted through teacher professional development, which penetrates in teaching and research activities, such as peer exchange, training, continuing education. Moreover, teachers'acceptability, participation and involvement of these activities, influences the quality and effectiveness of teacher professional development.This thesis gives a vivid description of a rural primary school though the following perspectives:the environment the teachers are working in, the content their professional life actually contends, they accept this content or not, the factors that effect their identity sense, these factors how to work, the attitude and way they treat these content how to effect their professional development. At the same time, through observation and analysis on rural teacher's professional life, this thesis also reveals the problems should be solved quickly of current rural primary education.The first part of the main content describes the substance and organizational environment of the teachers'professional life. The simple organization structure objectively makes teachers have greater autonomy, improves the efficiency of the school work; small student-teacher ratio makes teacher-student relationship become more intimate. What's more, under conditions as these, teachers are able to create a liberal environment for students.Part two focuses on the content and the pace of teachers'professional life. The main documents come from the office newsletter of the school, interviews and observation of all the teachers. On studying these files, besides observing a representative teacher on her typical day, we learn the rhythm of the teachers professional life.Based upon the second part, part three analyses the effect of different gender, background and other related factors on teachers' professional identity, as well as the effect of different professional identification on their professional performance (mainly from the teacher to prepare lessons, classes, comments on title, superior review, ways of teaching and research guidance, training, and attitudes) from the angle of individual teachers.Part four briefly discusses the relationship between teacher professional development and professional life. Analysing two main factors, environmental factors and individual factors, which affect the professional development of teachers, this study try to find ways to promote teacher professional development. As the environment concerned, for poor conditions and the lack of resources, teachers can't get necessary resources support for their professional development; for simple organization structure, unreasonable evaluation system and management system, teachers can't get enough professional support. Therefore, though teachers have autonomy, they are not able to give full play of their expertise and abilities, and even lose the internal motivation of professional development gradually. For the individual teachers, their professional development are limitied, because most of the rural school teachers lack of relevant education background, as well as continuing education. According to this fact we try to find some appropriate developmental proposals for them.As rural primary school teachers have greater autonomy, and they make children a relatively more free environment according to their nature.The last part, we aim to give some inspiration to the teachers and parents of urban district students.