A Study Of Rural Teacher’s Professional Development

Rural teachers’ professional development is an important part of teachers’ professional development. The study on rural teachers’professional development fit into the era of improving the quality of education requirements and conforms to the demands of break through difficulties in rural teacher professional development. Existing rural teachers’ professional development research refers to use abstract concept instead of real teacher’ concept, not concern for real life status of rural teachers and life course, and use city culture words to analysis phenomenon and problem, neglected the rural teacher’s uniqueness. Therefore, this research used the field investigation, case study, qualitative research methods to discover the teacher’s teaching life and career development for life history research, and discover the existing practices and measures of teachers’ professional development in the case school.By this work, we want to obtain first-hand information, and discover the characteristics of the rural teachers’ professional development and dilemmas, and than put forward a series of breakthrough strategies on the solution of the dilemmas.This study believes that the core of the rural teachers’ professional development is the relationship between human and professional. Rural teacher professional development mainly refers to the individual teacher in education professional belief, professional knowledge, professional ability, professional attitude and motivation, and self consciousness of professional development. But for individual teacher’s professional development is not isolated, it is affected by three elements. These three elements are:the rural teachers’ individual factors which driven by individual demands, national institutions and school organization which driven by the state demands, the social elements driven by social needs. These three factors interact to form the mesh impact structure of rural teachers’ professional development. In this study we will use this three elements as framework to analysis the rural teacher’s individual career life, rural education environment and the rural teachers’ professional development measures.The study found that plights of teachers’professional development in rural areas are in three aspects:Individual factors in rural teachers, rural teachers are close to the life in the countryside, this experience have beneficial effects and negative effects to the teaching work; the weak rural teachers’ professional basis didn’t fixed the demands of the industrial society, they need to update their professional knowledge, professional ability according to the change of social environment.Factors in school organization and the state system, rural teachers" professional development affects by "irrational" and "rationality" of education management, and democracy system, career preparation system, school environment, etc. Exist at the same time, the existing rural professional development measures are not perfect:In terms of social factors:on one hand social change has caused many disadvantaged children in rural areas, on the other hand, rural students effected by the modern civilization and the rural traditional culture; The rural family’s education environment and resources is deficient, and there is thought reading useless in the community. This phenomenon puts forward new challenges to the rural teachers’ professional work.Based on the above analysis, this study provided some strategies as the following:First, define the goals and orientation of rural teachers’ professional development. The ultimate goal of rural teachers’ professional development is to promote the development of rural education.Second, the rural teachers’ professional development has to consider the countryside situation. This study found that teachers’ professional development in rural areas have two main features:local and time."Local" means compared with urban teachers, rural teachers’ professional development with the rural situation in cultural traditions and social environment characteristics;"Time" means that, the rural teachers’ professional development has faced with social modernization and social change, etc.Third, we should cultivate all-round development teachers. On the one hand, rural teachers’ professional measures have to relate education theory and practice, on the other hand, the professional development measures has to combine teacher’s labor work and leisure life.Fourth, the management theory and behavior have to scientific and rational. Rural education management thought to follow the rules of education development, also to avoid the utility.