National Primary School Teachers’ Professional Development Research

In 21 st century, education will become a national world compete highlands. Therefore, in the new round of international competition for the spot, we must pay more attention to the training of the talent personal, become the talent of the country into a Talent. However, we like other multiethnic world is facing a serious challenge, namely the education of ethnic minorities. Solve the problem of minority education a key foothold is on teachers, so the quality of minority teachers is particularly critical, the level of minority teachers’ professional development directly determines the quality of teaching in minority schools, and even affect the prosperity and stability in ethnic minority areas. Therefore, to improve the professional development of minority teachers become the only way. But in the real teaching situations, in the vast rural areas, teachers in primary and secondary schools, because of the large amount of daily teaching tasks, lack of opportunity to go out and update their knowledge of effective school-based research and guidance, the result is level of professional development of teachers in the majority of primary and secondary schools lag, minority teachers’ professional development as a constraint to improve the quality of basic education in minority areas.This study uses survey research methods, by investigating found that M primary school teachers’ professional development have the following issues: Recognizing the importance of professional development for teachers isn’t deep; Career satisfaction doesn’t equilibrium affect teachers stable; Lower overall efficiency of the use of information technology education; In-service training needs to be improved in timeliness and relevance; Chinese become a bottleneck restricting the teachers’ professional development; Low research capacity hinder the teachers’ professional development. In response to these problems, After analyzing results that constraints M primary school teachers’ professional development factors are internal and external factors. Internal factors are: Teachers’ identity crisis; The pressure of teachers’ quality reconstruction; Weak in teachers’ professional basis; The shape of teachers learning culture. External factors are: The funding of education; Teachers in-service training mode; The impact of foreign culture; Centralized management system for teachers and the potential impact of the social environment. Organize and analyze the constraints of national professional development of teachers’ internal and external factors,try to make the following specific measures: Correct conception of culture to stimulate teachers’ professional development of minorities inherent consciousness; Promoting the management system innovation of minority school teachers’ professional development; Many ways to promote the professional development of minority teachers; Strengthen the capacity of bilingual teaching to enhance the ability of minority teachers; To establishment specialized institutions which meet teachers’ professional development in Ethnic Areas.