Research On Post-occupational Training Of Rural Primary General Teachers In Guizhou Province

The Program of Support for Rural Teachers(2015-2020) issued by the State Council in June 2015 explicitly points out that teachers are the key to developing rural education and priority must be given to the construction of rural teaching body. This special support policy for rural education shows that the state attaches great importance to rural education and confirms rural teachers’ important position in the development of rural education. What kind of rural teaching body should be constructed? How to construct it? In recent years, relevant national educational departments and educators in all sectors of society have been committed to the exploration and study of rural teachers and rural education. Apart from learning advanced international teacher & education modes, they have put the training of rural primary general teachers on the agenda by closely combining the realistic demands of rural primary education in China. The Ministry of Education issued Opinions on Implementing the Program of Excellent Teacher Training in 2014 to propose that focus should be placed on exploring a general teacher training mode at primary schools based on the actual demand of primary education for the purpose of training a galaxy of outstanding primary teachers who love primary educational cause, have broad knowledge, comprehensive abilities, and are capable of giving lesions of multiple subjects. Recent years have witnessed athriving practice of rural primary general teachers training. Up to now, free directional training of general teachers among primary education majors at junior colleges and undergraduate colleges/universities has entered the pilot phase across the country. The author believes that training after-occupational teachers to be general teachers is also an indispensable potential resource to improve the quality of rural teachers. Taking this as the starting point of the paper and nationally trained rural primary teachers in nine prefecture-level cities of Guizhou Province as research samples, the author has conducted a questionnaire survey of after-occupational teacher training and explores the training mode of after-occupational rural primary general teachers with first-hand data acquired from the questionnaire survey, in the hope of complementing the training mode of pre-occupational primary general teachers for joint improvement of the quality of rural primary teachers in Guizhou Province.First, relevant literatures are presented and a definition is given to general teacher. Second, problems in after-occupational training of general teachers are summarized on the basis of the experience of post-occupational training of primary teachers and pre-occupational training of primary general teachers as well as an investigation on post-occupational training of rural primary teachers in Guizhou Province. Finally, the author proposes countermeasures for the problems with the support of teacher & education theories such as theory of teacher profession development phase, theory of teachers’ belief and theory of teachers’ reflection.The author has conducted a sampling survey of the status of post-occupational training of rural primary teachers in Guizhou Province with self-made questionnaires, finding out many problems such as overload work, few training opportunities as well as poor cognition and approval of post-occupational training of general teachers faced by a lot of front-line rural teachers. Countermeasures including updating front-line teachers’ concept of general education, creating diversified training modes, increasing targeted and time-efficient trainings, intensifying belief and emotional education, and improving teachers’ awareness of self-reflection are proposed, in the hope of accelerating the pace of post-occupational training of general teachers, fully improving the overall quality of rural primary teachers in Guizhou Province and making contributions to rural primary educational cause.