Narrative Study Of Non-professional English Teachers' Development In Rural Primary Schools

In recent years,the reform of basic education in China has deepened.Enter the new era the research on the theory and practice of teachers' professional growth has been greatly developed.However,the research on the growth and development of non-professional teachers study is rare.In fact,it plays an important role in the study of dilemma from the professional development of non-professional background teachers or in the promotion of teacher themselves.Firstly,under the background of basic education reformation,this study uses the method of educational narrative research to explore the course of professional development of non-professional English teachers in rural primary schools,listen to the story of teachers,analyze and explore the influence factors,and show the practical value of teacher education in a guiding way.The research takes three “non-professional background” English teachers in L County of Shaanxi Province as the research object,pays close attention to the course of their professional growth.According to the time sequence of their professional development,the story is used to show the course of the teachers' growth in different stages and to analyze and explore these stories.In the study,three teachers had passed the induction period smoothly and got professional growth.Due to the differences in the time of entry of three teachers and the different key events encountered in teaching,their professional development also varies.Each teacher is an independent individual,so every teacher's experience is not replicable,readers can get sympathy from different stories,and get inspiration.Secondly,on the basis of the narrative research of three teachers,this study also focused on the “non-professional background” English teachers group in rural primary schools in L County.Through the questionnaire survey,this paper analyzes the dilemma and the influencing factors of the “non professional background” English teachers' professional development in the rural primary school of L County,and analyses the structure system of its professional accomplishment in depth,hoping to know the common problems in the professional development of the teachers.Therefore,the study is based on “Professional Standards for Primary School Teachers(Trial)”,from three dimensions of professional concept,professional knowledge and professional ability.In the field of professional ideas,most teachers think they have the spirit of professionalism and love their job,but the cooperation is not optimistic.Some teachers even consider changing their occupation;therefore,we should provide a good external environment for teachers and encourage teachers to cooperate.In the field of professional knowledge and professional ability,teachers' knowledge,teachers' teaching design ability and organization and implementation ability are general,so teachers' education should be strengthened.In the aspects of the influencing factors of teachers' professional development,teachers believe that the system of evaluation and the consciousness of teachers' independent development are not strong.Therefore,a fair assessment and evaluation mechanism should be established to enhance the ability of teachers' independent development and the consciousness of lifelong development.As an narrative study,this study seeks situational educational significance from the story,hoping to provide reference and inspiration for the development of the future rural “non-professional” English teachers,and help more “non-professional” English teachers to quickly solve the problems encountered in the career development and make them mature quickly and smoothly to improve the overall quality of English teachers in China.