Research On Professional Development Of English Teachers In Rural Primary School

The research is aimed at solving the major problems, which are confronted by the English teachers in rural primary school, tries to improve the overall development of the English teachers in rural primary school, and contributes to rural education. At present, it is one of the most important tasks for the basic education reform of China to build a high quality English teachers’ team of rural primary school. However, it is a relatively new task to study the professional development of English teachers in rural primary school because of the short history of English teaching. It is more later in rural primary school than in urban primary school. The research in this field is very poor, and lacks the corresponding theoretical analysis and the support of empirical study. There is no doubt that the research, which solved the issue of the in rural primary school on the framework of teachers’ professional development and the period of teachers’ professional career, will be of great value.As we all know, the standpoint of the research is understanding the current status of the issue. The survey, interview and analysis of rural primary school teachers’ professional development in D county H Province, shows that the three general levels of rural teachers’, professional knowledge, professional abilities, and professional attitude on professional development are lower and not balanced. Then it obtains some key points which are significant for new teachers by observational method and interview method. There is an example that is teased and analyzed the professional development, who is called Fangfang. The reasons divide into three levels:First, the variability of rural society and the state system. Second, the educational administration of the rural school and the structure of rural family. Third, the self-experience of the English teachers in rural primary school and the cognition of professional development.It is a lasting and periodical process to promote the teachers’ professional development, which needs the joint efforts of the government, school and teachers themselves and so on, to achieve wonderful results. In the last chapter, after consider in full, this article puts forward some relevant counteriomeasures on rural primary school English teachers’ professional development path. First, the government: the important safeguard of the teachers’ professional development. Second, the schools: the major place of the teachers’ professional development. Third, the teachers: the autonomous subjects of the teachers’ professional development.