Haibei Tibetan Elementary School Teacher Professional Development Problems And Countermeasures Research

The natural conditions of poor ethnic minority areas, economic development is relatively slow, leading to a serious brain drain of teachers, inadequate resources for basic education, these factors greatly restricted the development of education. Minority areas to improve the overall level of construction of primary school teachers, and promote balanced and harmonious development of regional education in China is currently one of the most problems to be solved. Through this reaserch, primary school teachers to identify professional development Haibei Tibetan problem, further study and professional development related measures, ethnic minority areas to accelerate the pace of teacher professional development, creating high-quality, high-quality teachers, to promote local teacher education and educational development.This reaserch of teacher professional development in specific content, structure and ways of development based on the theory, the use of questionnaires and interviews with teachers, methods, discusses the professional development of primary school teachers Haibei Tibetan problem.Overall, the current primary school teacher professional development Haibei Tibetan areas exist: shortage of teacher prepared; low starting point and title of teacher education; harsh working environment of teachers, lack of intrinsic motivation professional development; low levels of skills and teaching; understanding and less on the professional development of teachers, lack of planning; fewer opportunities for learning teacher training, training effectiveness is poor; environmental education and scientific research has not yet formed and so on. With the findings of this study individuals, schools and social aspects of the three primary school teachers to promote professional development Haibei Tibetan puts forward the basic countermeasures, Including primary school teachers to enhance professional in Tibetan areas; personal and professional development of teachers, development planning;create a new teacher culture and promote the exchange of collaboration among teachers; the living environment of teachers and improve the treatment of teachers; lncrease policy to ensure that efforts to develop local curriculum resources and so on.