A Survey Study On The Status Quo And Needs Of Middle School English Teachers' Professional Development In Rural Area In Guangdong

Teachers' professional level directly determines the education level of the country,also plays a decisive role in the effectiveness of Chinese basic education reform.However,there is a imbalance in the professional development of teachers in China.The professional development of urban teachers tends to be completed,while the professional development of rural teachers still needs attention and research.On the basis of literature analysis,this study proposes four dimensions of teacher professional development: teacher professional knowledge and skills,teachers' belief in professional developments,teacher professional development models and approaches,and teacher professional development environment.Based on these four dimensions,in order to better understand the current situation and needs in the professional development of middle school English teachers in rural areas,this study mainly discusses the following research questions:(1)What is the current situation of rural middle school English teachers on professional development in terms of professional knowledge and skills,beliefs,approaches and environment for their professional development?(2)What are the needs of rural middle schools English teachers on professional development in terms of professional knowledge and skills,beliefs,approaches and environment for their professional development?In this study,a combination of questionnaires and interviews was conducted by selecting 62 rural middle school English teachers from Guangdong Province to complete random sample surveys.At the same time,structural interviews were conducted among four rural middle school English teachers,surveyed to form effective questionnaire data as supplement.The results of this study show that in terms of professional knowledge and ability,the information technology knowledge and teaching strategies of English teachers in rural middle schools need to be improved;teachers generally have professional development awareness,but professional development autonomy is not enough,and professional development actions could not catches their own recognition.The professional development of teachers mainly through training,exchange experiencewith other colleagues,collective preparation of lessons.However,most of teachers are still lack of awareness and action on reflective teaching;in the professional development environment,the insufficiency income and time has affected their own professional development.