A Study On Beliefs And Professional Development Of English Teachers In Rural Primary School

The purpose of the reform of education at the end of the 21st century is to construct a basic education curriculum system that meets the requirements of quality education.The new curriculum reform requires teachers to be student centered,pay attention to students' development,and emphasize teachers' professional development.Therefore,the success of the new curriculum reform largely depends on the teachers' beliefs.In recent years,more and more researches have been conducted on the beliefs of English teachers.However,there is very little research on the beliefs of English teachers in rural primary schools.From the perspective of teacher cognition,the study provides valuable insights for promoting teacher development activities through probing into their beliefs.This study explores English teachers' beliefs in the rural primary school in Gaotai,Gansu province and studies the factors affecting their development,by adopting methods and instruments such as interview,classroom observations and questionnaires.It is concluded that there are differences in teaching beliefs of English teachers with different degrees of education;Influence of teachers' teaching beliefs are the major factors of national and local curriculum reform,student evaluation system,teacher training project,peer observation,examination system,school culture;internal factors mainly include teachers' individual professional development demands,learning experience,teaching practice and personality factors.This study shows the positive beliefs of English teachers in rural primary schools,and their negative beliefs,as well as the impact of beliefs on their professional development.There is a great demand for English teachers training in rural primary schools,but there are very few opportunities to participate in training.Some teachers think that the network training form,network training time,content and form are not reasonable,so they just for complete the task,did not really learn professional knowledge and skills.To solve those problems,the author puts forward some suggestions from the four aspects of education authorities,schools and teachers themselves.First of all,the government should pay more attention to the professional development of English teachers in rural primary schools,and set up special funds to support the training of English teachers in,rural primary schools.School leaders really implement the people-oriented concept in the field of management,establish the concept of teachers' professional development,strive for more hardware resources for rural primary schools,the development of the information technology teaching,establish a professional development team,and actively carry out reflective teaching,according to the age and subject characteristics of scientific and reasonable arrangement to participate in the training of teachers.Teachers are the core factors of professional development.They should set up the consciousness of professional development,take the initiative to learn,update the teaching concept,and make progress in teaching and reflection,so as to improve the teaching level of information technology.With regard to teacher training,the author believes that the training time should not be arranged during the winter and summer holidays.The content of the training should be targeted and operational.