A Study Of The Influencing Factors And Countermeasures Of The Professional Development Of Primary And Secondary School Teachers In Urban And Rural Context

Hundred years’ policy based on education; while the education policy based on teachers. Chongqing was established as a national co-ordinating urban and rural comprehensive reform pilot area, a broader policy space and strong impetus to the development of education reform and development in Chongqing, To achieve the strategic objectives of the Education in West Highlands offers great policy support Chongqing primary and secondary school teachers’ professional development, it has brought new opportunities for development. All the teachers in the primary and secondary schools have a great progress from the "Spring-plan","Spring Bud Plan","bamboo shoots Plan" and so on. Chongqing has big cities with large rural areas, the characteristics of the reservoir area a number of difficulties and problems, which exist in the full implementation of the process of urban and rural primary and secondary school teachers’ professional development. Based on the final analysis, it is that the influence of subjective factors and objective factors. Based on this, the professional development of teachers in primary and secondary schools in urban and rural context influencing factors and countermeasures.The text is divided into five parts:Part Ⅰ:Introduction. This section focuses on the origin, literature review, research purpose and significance of research ideas and methods.Part Ⅱ:The concept of primary and secondary school teachers’ professional development. This section defined the concept of primary and secondary school teachers, teacher professional development, urban and rural. The concept of teacher professional development is divided into three areas, one refers to the process of teachers ’professional growth; second refers to the process of promoting teachers’ professional development; Third refers to the combination of two meanings. Therefore, teachers professional development of teachers ’professional growth within the teachers’ professional structure constantly updated, evolution and process. Urban and rural urban and rural areas under the unified planning and arrangements common development, cooperative development, interactive development, and ultimately balanced urban and rural development of the situation.Part Ⅲ:Survey of the professional development of teachers in primary and secondary schools in urban and rural context. Based on the paper questionnaire and interviews with teachers, it shows that one-third of the teachers in a professional manner is based on the realization of personal value for the development of orientation; fifth teachers love their jobs in a professional emotional; vast majority of the use of educational theory and the use of instructional technology teachers in the professional skills; half of the teachers is to improve their conservation as a driving force in the professional power. The most prominent problem in the professional development of teachers contains four aspects:first, teacher professional development financial security is difficult, less per capita; second, teacher training result is not satisfactory, needs to be further improved; demonstration school, twinning is not strong benchmark efforts in helping small; Fourth, the lack of teacher professional development post-security, supervision is not strong.Part Ⅳ:the primary and secondary school teachers’professional development: urban and rural background factors. After research and analysis, professional development of teachers in primary and secondary schools are subject to the following implications:First, subjective factors of age of teachers, teacher professionalism, the impetus for the development of teachers and teachers’ response to the evaluation. Second, the impact on the objective factors of the economic conditions of teachers’ professional development, time constraints, the atmosphere for learning and training activities.Part Ⅴ:Teachers’ Professional Development Strategies in Urban and Rural Areas. According to the analysis of the Survey of the primary and secondary school teachers’ professional development and influencing factors, this study proposes the following measures:First of all, the concept of lead. Oriented to achieve their personal values, and strengthen professional ethics; Secondly, a valid path. Hierarchical guidance, reasonable arrangements for strengthening teacher team culture; Finally, safeguard measures. Establish a training system, increase financial input and to establish an effective evaluation mechanism.