Professional Development Horizon, The Construction Of Rural Teachers Cooperative Culture Research

In rural areas, the number of primary and secondary school teachers accounted for half of our teachers.they shoulder the important task of basic education. However, a lot of rural primary and secondary schools in the premises dilapidated, they have rare books, low level of teaching information. Their own professional development aspirations not to be actively mobilized. Professional development of teachers in rural areas can’t be improved, a new foundation for education reform and development of teacher education would be difficult to achieve depth.So concerned about the professional development of teachers in rural areas has become a pressing issue.With the study of teachers’professional development. Teachers’culture as intrinsic motivation and mental strength of teachers’professional development with much concern of the researchers, along with the new concept of the gradual formation of the rural teachers’culture, communication and cooperation gradually the general rural teachers to accept and practice, the construction of teachers’collaborative culture, provides a new perspective for the professional development of teachers in rural areas, However, the rural teachers in the course of practice in the use of the concept of cooperation, often showing a rigid, dogmatic provisions, requirements of the rural teachers’concept of cooperation is weak, backward, and often superficial and cooperation between the teachers failed to play its proper value, hindering the professional development of teachers.It is teachers’professional development as the rural teachers’collaborative culture of background information, the rural teachers’collaborative culture as the core research and try to seek a new path of development. Through questionnaires, individual interviews with the status of the rural teachers’cooperation to inspect and reveal the problems. The cause of the problem in-depth analysis, which proposed the construction strategy of targeted rural teachers’ culture of cooperation. In this study, the teachers’ collaborative culture has promote the professional development of teachers in rural areas as well as new courses of education reform has some reference significance.This thesis is divided into four major sections. The first part is the introduction. Including the origin, significance, literature review, research ideas and research methods, research of innovation and deficiencies. The second part is the overview of the theory of teachers’culture of cooperation, including the interpretation and definition of the core concepts of cooperation, cooperation in culture, a culture of cooperation of teachers, teachers’professional development, and discusses the theoretical basis of teachers’ culture of cooperation, through the cooperation of teachers and teachers’professional development of relations between the two carried out to explore that the ecological orientation of teachers’professional development of teachers’culture, culture for the professional development of teachers to provide the "soil", cooperation is the professional development of teachers’"catalyst", and asked the teachers’culture of cooperation an important way for teachers’ professional development. The third part is to examine the status of the rural teachers’culture of cooperation, including three small portion. The first step in is to design of the survey and questionnaire, interviews, briefing note, the second step is through questionnaires, individual interviews to collect data and analyze the objective to demonstrate the status of the rural teachers’ cooperation, revealing the cooperation existing problems. The third step is to explain the hinders of teachers’collaborative culture in rural.The fourth part is the causes of the problem on the basis of the strategy of teachers’collaborative culture in rural. Teachers’ Professional Development Perspective, the strategies include:to enhance teachers’sense of participation and cooperation, to enhance teachers’dominant position, mainly to enhance teachers’own co-operation in the previous chapter analysis awareness and cooperation in technology to train teachers; improve school leaders’role in ensuring the support of teachers’ collaborative environment, mainly from the teachers’shared vision of cooperation, to create good teachers in an atmosphere of cooperation, to build a learning community of teachers, providing teachers cooperation in the time and place to protect, four aspects; improve school management system, changes teachers’ evaluation is mainly from the implementation of human school management system, build a developmental teachers’ valuation.