Research On Professional Quality Of English Teachers In Rural Primary Schools

Due to the increasing use of English,basic education has incorporated it into compulsory courses at the elementary school level.Although the curriculum reform of primary school English has been advancing continuously,the results of its practice are not satisfactory.Although the success of the reform can be attributed to many factors,the main body that really puts the reform into practice is still the teacher.Therefore,we must pay more attention to primary education in rural areas,especially the main body of English education in rural primary schools.In recent years,the entire educational research field has devoted some attention to it,but overall it is not enough.Understanding and paying attention to this group of rural elementary school English teachers is not enough.Many of the studies mostly stay in theory and practice.Most of the research stays in the questionnaire survey.It is difficult to objectively understand the professional development of rural teachers and the real problems they face in the professional development stage.This article attempts to understand the professional quality of English teachers in rural primary schools from the perspective of classroom observation,tries to understand the true level of teacher professional development through classroom teaching of teachers,and combines post-class interviews to understand the problems and difficulties faced in the professional development of teachers.This article mainly read the related classroom observations,pre-observation during the preparation of the scale,interviewed first-line elementary school English teachers,combined with the personal experience of their own learning English to compile the "Country primary school English teachers' professional knowledge status classroom observation scale""classroom teaching activities "Time Observing Scale" "Observation Scale for Question Types of Teachers","Observation Scale for Feedback on Teachers' Classrooms","Observation Scale for Student's Classroom Involvement","Observation Scale for Student's Classroom Learning Form",using these scales The understanding of the classroom teaching situation of rural primary school English teachers revealed that teachers have the following problems in terms of professionaldevelopment: low level of English professional knowledge,single form of teaching,improper use of teaching strategies,and teachers' dominance of the teaching process and lack of knowledge for students.Concern,teachers' self-development awareness is not strong.At the same time,with the help of related interviews,the author also learned about the problems existing in the guarantee mechanism for professional development of English teachers in rural primary schools,such as the lack of professional guidance,the disadvantages in the evaluation of professional titles,and the lack of relevant activities to promote professional development.Finally,the author believes that although the goal of the professional quality development of English teachers in rural primary schools is in teachers,maintaining the continuity of teachers' professional development is by no means a one-sided effort by teachers.Only through the joint efforts of the government,schools,and teachers can get better results.