Primary English Special Post Dilemma And The Reason Of Teachers' Professional Development

Improving the professional development of teachers is seen as one critical to improve educational quality and student outcomes. At2009National People’s Congress, the Chinese ex-premier WenJiabao reiterated the need to prioritize educational development, improved the quality of teachers and promoted fairness in education.Special-post teachers emerged from2006as a new group. In order to improve the quality of the rural education and make balance of the teacher resources, China began to recruit the special-post teachers who worked in primary or middle schools of rural towns. The professional development of special-post teachers will affect directly their teaching levels and education quality. Due to the differences in teaching environment, post transitional, identity temporary and other factors which determine the specificity of their professional development. For primary school students who exposure early to English courses, they need to learn the language skills, language knowledge, attitudes, learning strategies and cultural awareness to learn English.How to make the students have a better understanding of the world, broaden horizons and have the cross-cultural awareness through learning English, English teachers should take this huge task, and only through continuous learning to improve themselves and promote their professional development can they meet the needs of social development and curriculum standards better.This study attempts to start from the everyday details and life forms of the special-post teachers. We choose three rural primary schools in Puyang, Zhoukou and Kaifeng of Henan province as the basis to select three English teachers with different background in special post as a research object. Through field visits and read a lot of literature, then organizing and summarizing the material to find the difficulties in their professional development to obtain the first-hand information. Then I analyzed the factors which restricting primary school English teachers’ professional development. To uncover the reasons for these difficulties using of human capital theory and hierarchy of needs, try to build feasible professional development strategies for special-post teachers or administrators. Finally, I hope people will pay more attention to the professional development of the special-post English teachers.