Case Study On Rural Newly Appionted Primary School Teacher’difficulties On Professional Development

Teacher professional development is essential measure to improve the quality of education, promote educational equity, and balance development of education. Beginning teachers are an important part of teachers. Every year, there are lots of beginning teachers adding to the team of teachers. Beginning teachers are the key stages of professional development of teachers. Professional development during this period decides teacher professional development throughout their careers. However, the beginning teachers who changes to teacher from students are facing all kinds of difficulties which affect their professional development. Rural primary school has been in ignored position, but with the development of balanced education, the state and society’s more and more emphasis on rural primary school teachers, the rural primary teacher, especially beginning teachers have become a focus of attention. This paper attempts to explore these areas.This paper selects a rural primary school beginning teachers Y. Through questionnaires, interviews, observation and other research methods, this paper study the situation on the professional development of teacher Y, analyze their predicament encountered in professional development and analysis root cause, and accordingly put forward strategies to solve problems. The thesis is divided into four parts.The first part is to brief the basic situation of Y teacher. Then summarize a number of stores regarding Y teacher’s professional development. Last, we select some stories regarding teacher Y during his teaching.The second part studies the main difficulties on Y teacher professional development. It mainly focuses on four areas:expertise, professional competence and professional beliefs and professional development needs.The third part mainly focuses on the root cause of the difficulties on professional development of teachers Y. Two main aspects are analyzed:objective reasons and Y teacher himself. The fourth part, based on the reasons analysis for Y teacher ’professional development, it gives suggestions and countermeasures to promote the Y teachers’ professional development. On the one hand, it gives specific recommendations to the school authorities. First, to further improve the treatment of primary school teachers in rural areas; secondly, to provide sufficient time and space to create a good environment for professional development; Third, pre-service training should focus on the combination of theory and practice; Fourth, more measures simultaneously to post-job training; Fifth, dedicated instructor indispensable. On the other hand, put forward practical proposals to Y teacher. First, to enhance awareness of teachers’professional development; Second, more learning, more practice, improve the professional quality; Third, make multiple records, and more reflection, more research, continue to grow; Fourth, to develop their own professional development plans; Fifth, to have the dedication, the courage to meet the challenge.