The Research Of The Problems And Countermeasures Of Teacher’s Professional Autonomous Development In Rural Areas

The professional development of teacher, in nature, means the teacher’s professionalautonomous development. In recent years, with the development of the international teacher’sprofessional movement, the requirements of the teacher’s profession in compliance with theprofessionalization of teachers have attracted more and more attention. At present, as a largepart to consist of the compulsory education in China, the level and quality of professionaldevelopment of the teachers of junior high school in rural areas, has a direct bearing on thequality of the basic education in rural areas of our country. Today, as we advocates andpromotes an fair and balanced education, it has great significance to probe deeply into thejunior high school teachers’ group in rural areas and get to know the current status and theneeds of the teacher’s professional autonomous development in rural areas, find out thefactors that restricts the teacher’s professional autonomous development and discuss effectivestrategies to promote teacher’s professional autonomous development.This research adopts literature, questionnaire survey, interview, case analysis and othermethods, take the teachers of junior high school in Gansu province as an example, to deeplyanalyze and discuss the existing problems in the teacher’s professional autonomousdevelopment, and seek the effective countermeasure and suggestions to promote the teacher’sprofessional autonomy development in rural areas.Through data analysis and interview date we found that, At present, the existingproblems in the development of the countryside junior middle school teachers’ professionalautonomy is mainly embodied in the following respects. The professional autonomyconsciousness: the awareness of importance to teachers’ professional self-development isinadequate; the understanding of the concept of teacher’ professional autonomy developmentexist deviation. The professional self-development capacity: the scientific research ability isweak; the reflection and practice consciously needs to be ascended; the using of multimediaauxiliary teaching ability needs to be strengthened. The Professional self-developmentmotivation: the internal impetus to the development of teacher’ professional autonomy isdeviation. The external impetus to the development of teacher’ professional autonomyparticular emphasis on good working conditions and harmonious interpersonal relationship; the personal practice of professional independent development: the teachers are willing toread is fewer and fewer; less of teachers are able to take the initiative to make the teachers’professional development planning. The way of professional independent development:school-based research and training did not play the role in promoting teacher’ professionalautonomy development; the lack of professional guidance has become a bottleneck hinderingthe development of the teacher’ professional autonomy.The factors which influenced the teacher’s professional autonomous development inrural areas mainly have six aspects. i.e., lack of career ideal and professional identitydeviation, poor independent motivation and lacking the support of practice of the teacher’sprofessional autonomous development consciousness, the poor running conditions of theschool in rural which cannot satisfy the needs of teacher’s professional autonomousdevelopment, the scientific research orientation and poor management of the schoolinfluences teachers’ attitude and behavior toward research; the backward evaluation cannoteffectively arouse the enthusiasm of teachers’ professional autonomous development; Lack ofschool organizational culture to promoting the teacher’s professional autonomousdevelopment.In view of the existing problems, we put forward the countermeasures to promoteteacher’s professional autonomous development in rural areas, including: awaken theconsciousness of teachers’ professional autonomous development, bear the responsibility oftheir own professional development; promote the ability of teacher’s professionalautonomous development and bridge between teachers ideas and action. To perfect theincentive of the teacher’s professional autonomous development and arouse the enthusiasmof teacher’s professional development and create a supportive environment for the teacher’sprofessional autonomous development...