The Case Study On Problem Of The Non-Professional Teacher's Professional Development Of Primary School In Rural Areas

With the implementation of national policies, there have been only a dozen and even a few students “sparrows school” in rural areas. For these schools, teachers in primary schools are equipped with the rate of teacher preparation policies in 2011 has become far from real. Thus laid the realistic objective foundation for the appearance of non-professional teachers in rural areas. The causes for those special groups are as follows. Firstly, the subject some teacher teaches is minor subject or non-examination subject. Secondly, due to the number of structural deficiency, there have massive non-preparation teachers. Thirdly, general training mode of primary school teachers has gradually prevailed. In this paper, the author aim to sort out the process of professional development, identify the problem of professional development process and make measures to promote the professional development of those non-professional teachers in rural areas. This paper adopts case study method. The author surveyed 5 rural area primary schools and got to know some basic situation and problems first, then selected the representative of the four primary non-professional teachers to learn their special experience in the process of teachers' professional development. We concluded that several points are worth noting about these findings.The rural area primary teachers attach too much importance to disciplinary complex and lacked the desire of self-development. the school and the teacher themselves discounted the importance of minor subject, they paid not enough support to teachers and had too short resources to give essential study opportunities to their teachers. Besides, study atmosphere on the rural school is not active. Aiming at these problems, this study tries to put forward some solving strategies:The country should value teacher's welfare treatment, humanistic care and psychological guidance. The school should strengthen teacher's training units by whole-subject thinking, offer pertinently theme training and build teaching-research system among different schools.