The Condition,Problems And Advices Of Teachers' Autonomous Professional Development In Elementary Schools

In recent years,with the development of international teachers' professional movement,more and more attention is paid to the question that how to enhance teachers' professional self-development.However,there are less researches on teachers' professional development which based on teacher autonomy.Besides,A large amount of existing researches take reasoning and analysis for use and lack of empirical research.At the meantime,less attention has been paid for the professional autonomy development of primary school teachers.Nowadays,our nation strongly advocates balanced development and makes education more equitable,so great is the importance that whether the specialization development level and quality of primary school teachers in rural areas prominent or not.It's also significant to deeply analyzing and investigating among rural primary school teacher groups,learning about rural primary school teachers' independent professional development current status,finding out factors affecting teachers' independent professional development,and raise specific suggestions of effectively promoting self-directed professional development.With six primary schools teachers in W town which is characterized by development of urban and rural integration in Nansha district as the object of research,the research adopts the methods of literature,questionnaires,interviews and other methods.And in order to explore the status of teachers' professional development in rural primary school and to identify problems.Then proposes appropriate strategies and recommendations.This article includes four parts:The first chapter is the introduction.In chapter one,it mainly includes: research background,research significance,research purpose,concept definition,research method and process.The second chapter generalizes the conclusion of the status of teachers' professional development in primary school at home and abroad,which can be divided into connotation,effecting factors,strategy,ways and other related researches.Besides,the problems of primary school teachers' professional autonomy development has been elaborated.The third chapter is to study the status of primary school teachers' professional autonomy development which analyzes the condition and characteristic of six primary schools teachers' professional autonomy development of W town in Nansha district,adopting paper investigation,questionnaires and so on,and deals with the materials by collection,arrangement and statistic analysis.The fourth chapter is decided to try to analyze and discuss various factors and roots which would effects primary school teachers' professional autonomy development,after finding out the existing problems of primary professional self-development.The fifth part focuses on the lack of autonomy of primary school teachers in professional development,attempting to propose some suggestion by thinking from the angle of practical teaching education and teachers' themselves in order to promote primary school teachers' professional autonomy development.The epilogue part reviews and concludes the content of this research,which points out deficiencies of the research and proposes the direction of primary school teachers' professional autonomy development research in future.