A Study Of Professional Development Of English Teachers In Rural Nine-Year Consistent Schools

With English intensively used in economy,culture and daily life,the society puts forward higher request to the school English teaching.The key to improve the quality of English teaching is to improve the professional quality of the English teachers.In this context,the educational management departments and schools are paying more and more attention to the professional development of English teachers.But in the nine-year rural schools,English teachers' professional development still exist.Teacher occupation identity is low.Teachers lack professional development awareness and motivation.Training and teaching opportunities are more but the effect is poor.Teachers' professional titles are hard.These realistic factors restrict the professional development of English teachers,and hinder the rapid improvement of teachers' professional quality,which is not conducive to the improvement of English Teaching in the rural nine-year schools.The study investigates the English teachers' professional development in rural nine-year schools and summarizes the existing issues.Failing to give full play to the advantages of the nine years,teachers' lack of occupation identity and work enthusiasm,the training and teaching effect which are limited and relevant education policies which lack support for the rural nine-year schools are the issues.There are many reasons for these problems.After the merger of primary schools and junior high schools,the original barrier is not broken.The assessment and the school rules don't adapt to the new form of the professional development of teachers.School managers lack management experience.Teachers' professional knowledge and skills need to be developed.Teachers' English levels and familiar degree of the English national cultures are not enough.Forms of training and teaching activities are single.Contents are devoid and do not form an effective system.This results in poor effects.The actual situation and formulate relevant policies do not fully consider the rural nine-year schools.Substitute teachers' problems are not solved.More emphasis on Evaluation of professional titles research on Teachers' work performance is investigated.Under the influence of these reasons,the professional development of the nine-year English teachers in rural areas has become a bottleneck.In order to change the status quo,this paper puts forward the improving strategy of Rural nine-year school English teachers' professional development,mainly by the nine-year advantage,improve the English teachers' professional development space,let teachers between primary school and junior high school cross grade teaching to expand the vision and management innovation management mode to improve the level of management,the basic requirements of the Rural nine-year school English teachers' professional development,making the system suitable for Rural nine-year school practical training;occupation identity and work enthusiasm,improve the teachers' income,guarantee the living standards of teachers,improve the incentive mechanism,training of teachers' occupation identity,improve the qualified teacher the exit mechanism;using a variety of ways to improve the professional quality of teachers,teachers' professional development change customary pattern,will flip the classroom model and Reflective practice model applied to the Rural nine-year school English teachers' professional development;enhance the effectiveness of training and teaching activities,the school-based training,make training and teaching activities in the form of more innovative content,form a system,in order to improve the effect of training;strengthen policy support for the nine-year school of rural development in line with the policy of nine year system characteristics of rural areas,promote the balanced development of city and rural education,establishment,treatment of substitute teachers,pay more attention to the performance evaluation of professional titles.