Research On The Effectiveness Of Rural Teachers' Professional Development Path

Rural education is one of the keys to the Rural Revitalization Strategy in the new era,and the revitalization of rural education lies in teachers.The core of teachers' team construction lies in teachers' professional development.The main way to promote the professional development of rural teachers is to carry out various training or learning.The current form of training is not satisfactory,which undoubtedly encourages educational researchers to continue to explore effective teachers' professional development paths.It is imperative to explore an effective path or model suitable for the professional development of rural teachers.Based on the investigation of the implementation status of rural teachers' professional development path effectiveness,this study adopts the method of literature review,questionnaire survey and interview,try to explore the suitable path for the practical needs of rural teachers' professional development,and give full play to the effectiveness of each path,and better promote the improvement of teachers' professional quality.Through sorting out the theoretical knowledge of rural teachers' professional development path,this study forms three levels and twelve paths classification.From the rural teachers' demographic variable information and teachers' professional quality,the four contents include education concept,professional ethics,professional knowledge and professional skills.A self-compiled questionnaire “Effectiveness Survey of Rural Teachers' Professional Development Path” is formed.Sample surveys were conducted among rural school teachers in Guang'an City and Liangshan Prefecture of Sichuan Province to clarify the implementation status of the effectiveness of rural teachers' professional development path.Firstly,with the help of SPSS statistical software for data analysis,it is found thatthe overall effectiveness of the rural teacher professional development path is not high,and the functions of each path play a certain role,and the effect on the professional development of teachers is different.It is specifically reflected in the following aspects:rural teachers with different genders have different preferences for professional development path effectiveness;rural teachers of different ages have different targets for professional development path effectiveness;rural teachers with different teaching ages have different requirements for the specific content of professional development path effectiveness;the rural teachers with different professional titles have different functional requirements for professional development path effectiveness;rural teachers of different school types have different choices for professional development path effectiveness.Secondly,the attribution analysis of the above situation is as follows: the path efficiency has many influencing factors,but the effects are different;the path efficiency is different,and the effectiveness of each path is different;the subjective influence is significant,and the teachers of different villages have different understandings;knowledge reserve and experience are different,affecting the path effectiveness judgment;there are many leaders,while leading organizations and roles are different;non-teaching tasks are heavy,seriously reducing the effectiveness of the path;resources and management problems reduce the effectiveness of the path;The title spells constitute a bottleneck that hinders the effectiveness of the path;the assessment is not perfect,and the policy limits the path efficiency.Finally,based on the evaluation and attribution analysis of the effectiveness of rural teachers' professional development path,the following suggestions are put forward:First,the foundation: perfect the professional support system and create a good professional development environment.Including the analysis of the national society from four aspects: system,supervision,material and evaluation,to provide policy support and effective guarantee for the professional development path;school groups put forward strategies such as attaching importance to scientific vocational guidance,constructing three-dimensional path curriculum,establishing professional teachers' team,and implementing humanized management mode,so as to create a good environment for the effective implementation of the professional development path of teachers.Theexperts and scholars provide scientific consultation to guide the effective use of various paths by doing well in guiding rural teachers' professional development and guiding them to distinguish the advantages and disadvantages of various paths.Teachers should strengthen their theoretical study,be good at practical reflection,improve their cognitive level and make effective use of each path.Second,strategies: based on teachers' personal needs,make effective use of professional development path.Suggestions for choosing suitable professional development paths are given for rural teachers of different gender,age,teaching age,professional title and school type.Meanwhile,strategies such as improving the effectiveness of each path by integrating thinking are put forward to guide rural teachers to make efficient use of each path.The above suggestions not only provide direction guidance for future teachers' professional development path selection as far as possible,but also put forward many targeted and effective strategies in order to better promote the future professional development of rural teachers.