A Study On The Professional Development Of English Teachers In Rural Primary Schools

With the globalization of economy and the deepening of educational reform,the development of basic English education in rural primary schools of China has been widely concerned.The key to develop English education in rural areas lies in the quality of English teachers.For rural primary schools,the level of English teachers' professional development is directly related to the quality of English teaching.However,due to the effect of different factors,currently the entire professional level of English teachers in rural primary school is far from being able to meet the needs of the development of education.Therefore,we need to deeply understand the situation of the professional development of English teachers in rural primary schools and explore effective measures which can promote the professional development of English teachers,thus improve the English teaching quality in rural primary school.This study is based on the researching perspective of teachers' professional development,structure of the teachers' professional quality theory,theory of constructivism and reflective teaching.The research instruments include literature,questionnaire,interview and data analysis.In the study,the author firstly put forward the following research questions:(1)What is the current situation of the professional development of the rural primary English teachers in Qintang District,Guigang city,Guangxi?(2)What are the problems existing in the professional development of rural primary English teachers?(3)What are the factors affecting the professional development of English teachers in rural primary schools?Secondly,the author chose 95 English teachers in rural primary schools of Qintang District of Guigang city,Guangxi as the research subjects.The investigation involves their basic situation,the current situation of the structure of teachers' professional qualities,and the training situation of teachers'professional development.The questionnaires to this study were given to 95 English teachers,and the author recovered 95 validated questionnaires,with a reply rate of one hundred percent.After that,the author had an interview with six of the subjects.Furthermore,the statistics are mainly analyzed through the software SPSS 20.0(Statistical Package for the Social Sciences).Based on the analysis,the following conclusions were drawn:in the aspect of teachers' professional knowledge,teachers' overall level of professional knowledge is not high(especially in the cultural background knowledge of China and English speaking countries,only 26.3%subjects have basically grasped the cultural background knowledge of China and English speaking countries,and the percentages of subjects who has skillfully grasped is lower,accounting for 5.3%.);In the aspect of teachers' professional ability,many research subjects indicate that they cannot skillfully and fully grasp the teachers' professional abilities(especially the ability of organizing subject research and writing paper,only 3.2%of the subjects have skillfully grasped it);In the aspect of teachers' professional attitude,12.7%of subjects are unwilling to continue to be teachers,and 22.1%of subjects are dissatisfied with their careers,their professional attitude need to be adjusted;At the same time,in terms of training,the research subjects show that their training opportunities are relatively rare,and the effectiveness of training is not high.Aiming at all these problems,the author made a detailed analysis of the factors affecting the professional development of rural primary school English teachers from both external and internal aspects.At last,on the basis of the research results and the current rural primary school's education condition,the author put forward some suggestions from the perspectives of schools,administrative departments,and teachers.