The Paths Of Rural Teachers' Professional Development In The View Of Education Justice

Rural teachers are an important part of our teachers' ranks,the professional development level of rural teachers determines the quality of rural education development.However,under the influence of urban and rural dual economic system,the development of urban and rural education in our country presents the gap between urban and rural development and the imbalance of urban and rural development,the development of rural education also presents various difficulties.So this study bases on the theory of education justice and selects rural schools of eastern areas of Guangxi as the basis of the investigation.Through the observation of the village schools,depth interview,image collection,education teaching experience,this study gets real first-hand information.Based on the investigation and analysis,this study explores the present situation and the plight of rural teachers' survival and development,and find out the path of rural teachers' professional development.The paper has three parts(five chapters),in the first part,the study combs the connotation,influencing factors,and paths of the teachers' professional development and the theory of education justice,aim to understand the research status quo of domestic and foreign for the rural teachers'professional development.In the second part,his study investigates the status of the rural teachers' professional development.This study argues that rural teachers are immersed in the survival and development status of worrying in eastern areas of Guangxi,and rural teachers'present worrying phenomenon,such as the single type in the education activity,the heavy of teachers' work task,the surface communication between teachers and unsatisfied demand in the professional development.Through the depth analysis,this study holds that the rural teachers'professional development mainly lies in the predicament of "internalization" and "marginalization".Lacking of development consciousness,professional identity and reflection are the main reasons for the rural teacher who is lack of subjectivity.The imbalance of educational policy,the shackles of educational management system,the lack of local culture and the imbalance of support service system are main reasons for the rural teacher who is caught in the deterioration living environment.So,in the third part,this study explores the way to realize the professional development of rural teachers.Based on the difficulties existing in the development of rural teachers professional development and the advantages and disadvantages of the current mode of professional development of rural teachers,this study attempts to put forward a ideal model-the urban and rural community of teacher professional development.From the aspects of connotation,characteristics,historical evolution and significance,this study has preliminarily studied the urban and rural community of teacher professional development,and tried a theoretical construct for the community.Finally,this study practices the ideal model of the urban and rural community of teacher professional development.The practice of the community is divided into three stages:the basic stage,the establishment of teachers' professional development school;the associative stage,the extension of the teacher's professional development school,that is,the development mode of "school + school";The forming stage,the urban and rural community of teacher professional development is shaped,and the community plays a leading role in radiation,to promote more rural teachers 'professional development.