Case Study On The Ways Of The Professional Growth Of Beginning Teaches In Rural Middle Schools

Teachers' professional development is an important measure to promote educational fairness and to improve the quality of education.It is also one of the policies to develop educational undertakings and cultivate teachers' talents.The beginning teacher is fresh blood of teacher team.The professional growth and development of the beginning teachers is important and benefit both for the teacher himself and the rural education of China.As an important part of national education,education is related to the overall development of rural area and even the nation.As a key link in rural education,rural middle school education has a profound impact on the future development of students.As the main executor of the education process,the teacher plays a key role in the rural middle school education.At present,the number of beginning teachers in the rural middle school teachers is increasing year by year.A large number of outstanding young teachers have joined and contributed in rural education.Beginning teachers need to spend a long time to adapt new job.Therefore,the school should provide assistance and support to promote their professional development and help them adapt the teaching environment as soon as possible.In order to help the beginning teacher of rural middle school to grow faster and achieve their professional development,the professional and effective way of growing is important.Therefore,these approaches must be studied practically and deeply.Firstly,this paper uses the literature method to sort out the relevant theories of the professional growth of beginning teachers,and to understand the current research situation at home and abroad about the theories.Secondly,three teachers of rural middle school who are in different stages of development were selected.Through the interview method and the case study method,this paper analyzes the experience of the professional growth path,finds out the problems.and puts forward the strategies of improving the professional growth of beginning teachers in rural middle school.The paper is divided into five parts:The introduction part mainly the question proposed,the research significance,the core concepts definition,the literature review,the research method as well as the difficulties andinnovations of the research.The first chapter introduces the theoretical basis of the professional development of the beginning teacher.In the theory of teacher occupation career,introduce the theory of Huberman's life cycle of teachers' occupation and the theory of Ye Lan's teacher growth stage are main body.From the three aspects of solving problem,teacher efficacy and teaching behavior,this paper makes a comparative study on the psychological level between expert teachers and novice teachers.The second chapter is mainly the case study of rural middle school teachers' professional growth.Introducing the case of three rural middle school teachers' professional growth pathways,and carrying on the detailed introduction to the experience in the professional growth of new teachers—Miss Gao and the skilled novice teachers— Miss Zhang and Miss Ye.The third chapter systematically summarizes the main ways of beginning teachers' professional development in rural middle school at the present stage,including classroom observation and evaluation,tutoring,school-based research and in-service training.This chapter combines the cases to analyze the positive significance of the four ways to promote the professional growth of the beginning teacher of rural middle schools and the problems existing in teaching practice of different ways.The fourth chapter puts forward the countermeasures of the rural middle school teacher professional development approach.This chapter is mainly introducing the problem of the implementation process of four kinds of beginning teachers professional growth path such as classroom observation and evaluation,tutoring,school-based research and in-service training.and gives the specific recommendations.