A Survey On The Professional Development Of Primary School Teachers In The Minority Areas

At present,there are few researches on the professional development of primary school teachers in the minority areas.This paper relies mainly on qualitative study,supported by quantitative study to investigate the current situation of professional development of rural primary school teachers in Ruyuan County,and analyzes the key stages,important events and development course of their professional development.Finally,it generalizes the development characteristics of the primary school teachers in the minority areas,the internal and external influencing factors,and then puts forward the corresponding development suggestions.It is concluded that the primary school teachers in the minority areas have the following characteristics in the professional development:first,poor living conditions of the teachers,which are shown in the working environment,personnel management and other aspects;second,their professional development is restricted by the regional condition;finally,the professional ability and teaching level of teachers themselves should be improved,but they understand well their responsibility and seek for development strategies.Through the analysis of the factors influencing the professional development of the primary school teachers in the minority areas,it is found that their professional development is the result of subjective initiative of the individual and the support of the external environment.The nature of the interaction between the individual and the environment determines the process and level of professional development.This paper puts forward the following suggestions for the professionaldevelopment of primary school teachers in the minority areas:following measures should be taken with regard to the external conditions,first,favorable policies should be enhanced;second,the social atmosphere of showing respect to teachers and attaching great importance to education should be created;third,professional learning community should be established;fourth,the effectiveness of professional training should be increased.For the teachers themselves,a correct sense of development,educational beliefs and lifelong learning consciousness should be established.