The Case Study On Urban And Rural Teachers’Professional Coordinated Development Of Primary Schools

At present, our country is vigorously implementing a reform of basic education in order to promote the development of basic education in China effectively. It cannot be denied that we will encounter lots of new problems and contradictions in the reform process. Firstly, teachers are the main force and the innovators who help the reform to be carried out successfully. So we need to strengthen teachers’education vigorously actively, constantly improve the overall professional quality and capability of teachers. Secondly, basic education is the foundation of popularizing China’s national education. The requirements of the education fairness and balanced development place great expectations on teachers’professional coordinated development. Last but not the least, the paradigm shift of teacher’s development makes us pay more attention to teachers’ individual professional coordinated development and analyze the relevant reasons which affect teachers’interactions.Based on the coordinated development of urban and rural teachers’professional project in one district in Chongqing, This study selected eight teachers from the professional coordinated development teams as the objects of cases study and employed the problem finding, cause analysis and measure proposing as the basic research route. Taking philosophy, psychology, pedagogy, and other disciplines as the theoretical foundations, the paper aims to systematically and comprehensively explore teachers’ professional coordinated development process in the urban and rural areas, analyze the factors which influence the process and put forward strategies accordingly.This thesis is divided into the following six parts:Part one:Introduction. This part firstly describes the cause of this study, and further sorts out the review of urban and rural teachers’professional coordinated development at home and abroad, then discusses the content of the urban and rural primary school teachers’professional coordinated development through related literature analysis and definition of key concepts.Part two:Study design and process. This part is mainly about the study process, introducing the theoretical basis, the reason for the selected eight cases, then research approaches and process of analyzing dates and providing a methodology for the following section.Part three:The investigation of urban and rural primary school teachers’ professional coordinated development. This part restore the basic situation of the urban and rural primary teachers’professional coordinated development by describing the observation and in-depth interviews of the eight teachers who are participating the urban and rural primary school teachers’professional coordinated development teams.Part four:The analysis of urban and rural primary school teachers’professional coordinated development process. Combined with the case observation of this part, the urban and rural primary school teachers’professional coordinated development process can be summarized as the following stages:holding different expectation, relying on external force, deeply involved in and learning to share, on the basis of the theories of philosophy, psychology, and pedagogy. Meanwhile, this part describes different characteristics of these four stages.Part five:The factors analysis of urban and rural primary school teachers’ professional coordinated development. This part dissects the factors which influence urban and rural primary school teachers’smoothly interaction and their achievements of professional coordinated development from the internal and external. Internal factors include urban and rural teachers’role position and self-efficacy; External factors include expert’s guidance, the discussion atmosphere and the ways of communication.Part six:Countermeasures and suggestions for the urban and rural primary school teachers’professional coordinated development promotion. This part proposes several measures and suggestions to encourage the urban and rural teachers’professional coordinated development based on the factors analysis which have mentioned before.