A Case Study About Western Rural Primary School Teachers’ Professional Development In View Of The Professional Standers For Teachers

The National Medium and Long-term Education Reform and Development Plan Outline (2010-2020) regard the construction of teacher team as an important ensure measure. The measure ruled that it is essential to build a high quality teacher team, enhance the teachers’ethics, improve the teachers’professional ability, boost the teachers’income and social status, and perfect the system of teachers’management. The rural teacher is a very important part of the teacher troop in China, they plays an important role in improving the quality of the Chinese teacher troop, and how to professionalize the teachers in rural areas is the key points and difficult points. In Chinese development of urban and rural integration plan, the progress in rural basic education filed has important value. As a big part of Chinese basic education filed, the rural primary school teachers’professional developmental level relate to the basic education quality in rural areas. For this reason, pay attention to the rural primary school teachers’professional develop, promote their professional developmental level will makes a positive sense to improve the basic education quality and narrow the gap between the urban and rural education quality.That is excellent experience from these counties which used to perfect the professional standers for teachers to improve their education quality, such as Britain, America and Japanese. So it is the landmark that China has published The Professional Standers for Kindergarten Teachers, for Primary School Teachers and for Middle School Teachers. Consulted the provisions from The Professional Standers for Primary School Teachers, this study used the standers as a measure, and chosen 17 rural primary schools from A county Yunnan province as an example, with the goal of narrow the gap between the these rural teachers’ professional level and the provisions from The Professional Standers for Primary School Teachers, explored the issues from their professional development process, and combined with these problems to find strategies to promote these rural teachers’professional level.Combined with the requirements to primary school teachers of the Teachers’Professional Standers, such as the teachers’ethics and professional concept, the professional knowledge and the professional ability, This study used these methods to survey the sample-200 rural primary school teachers from A county,such as questionnaire, interview, comparison and information search. After researched the teachers’professional development level, the environment, the dilemma and requirements, and through the interview, the data statistics and analysis, it is founded that the rural primary school teachers’ professional level is low, and according to the result, it is found that the structure of teachers’team is not reasonable, the teachers’professional development environment is poor, and most of the rural primary school teachers are indifferent consciousness of professional development. Meanwhile, compared the different teaching experience of teachers’ professional development, it is discovered that they are facing different problems in different teaching experience, and the longer teaching age did not lead to a higher level of professional development. In order to improve the rural primary school teachers’professional level, this study analyzed the strategies from several aspects, such as the teachers, the schools, the county education administrative organizations, the social, and the government. I hope these suggestions for the A county and these rural areas which has similar dilemma dose have certain reference value.