Research On The Beginning Teachers' Autonomous Development In Rural Secondary Schools

Beginning teachers in rural secondary schools belong to the professional development of teachers in the process of a special group. Their starting point is not only a critical period of displaying their professional abilities, but also a transitional period full of frustrations and ordeals. Whether they will carry on the teaching period or not depends on their situation in the process of their self-development, which also has a long influence on their future career development, such as their teaching effectively, their job satisfaction, their professional constancy, etc. Due to the subjective and objective reasons, the autonomous development of the beginning teachers in rural secondary schools is not so optimistic at the present stage, especially in the aspect of the self-development consciousness and capacity, which is pack with a lot of problems. Therefore, study on the autonomous development of the beginning teachers in rural secondary schools is of theoretical and practical importance to promote the beginning teachers' professional development and improve the level and quality of fundamental education in rural areas.My thesis, which take L District of Quanzhou City,Fujian Province as an example, mainly do some research about the current situation, the problems the beginning teachers are facing,the influence factors of the autonomous development of them in the rural secondary schools by means of questionnaire survey,case interview, on-site observations,etc.In terns of the beginning teachers and their schools,on my thesis, I will put forward the relevant countermeasures and suggestions on how to promote the autonomous development of the beginning teachers in the rural secondary schools effectively. So my thesis will be divided into four parts, which mainly includes:Part I: Introduction. In this part, the background, the foundation, the meanings of research are introduced; what is more, some related notions are given definitions. The introduction also includes the analyses of the status of knowledge of home and abroad and the research methods and thoughts.Part II: mainly based on the introduction of the establishment of questionnaire and the fundamental state of implement,classifying and analyzing the data statistics of questionnaire,interviewing the beginning teachers,school leaders and instructors. The current situation of the autonomous development of the beginning teachers in the rural area, the problems that they are facing, the cause of these problems can be analyzed and classified by the interview material in terns of self-development consciousness, the self-development capacity and behavior strategy.Part III: analyzing the factors affecting the autonomous development of the beginning teachers, which focused on mainly two factors: subjective factors and objective factors. After carrying out some analyses, then come to the conclusion it is the self-development consciousness and capacity, the school environment that affect the autonomous development of beginning teachers.Part IV: the countermeasures and suggestions to promote the self-development of beginning teachers in rural secondary schools.In this chapter, four suggestions will be given for the autonomous development of the beginning teachers, and also some requests are for these schools where the teachers work,which include:relieving the working load of the beginning teachers, providing the open harmonious school environment for the professional development,forming the effective "master and apprentice partner" mode, establishing scientific and reasonable evaluation system,etc.