A Study On The Professional Development Of Teachers In Rural Small-scale Schools In Border Minority Areas

Teacher are the base of education plan.Under the background of realizing the strategy of rejuvenating the border and enriching the people,revitalizing the countryside,and promoting the balanced development of urban and rural compulsory education,the key to improving the quality of rural education in border ethnic areas is to build a high-quality rural teacher team.However,the current level of specialization of rural teachers in border ethnic areas,especially rural small-scale schools,is not high,making it difficult to meet the needs of talent training in the new era.Therefore,promoting the professional development of rural small-scale school teachers in border ethnic areas and building a high-quality professional rural teacher team has become a top priority for the development of rural education in border ethnic areas.This study uses the teachers of rural small-scale schools in Longzhou County in the border ethnic areas of Guangxi as the research object.Through questionnaire surveys and interviews,we understand the current professional development status and main problems of the teachers of rural small-scale schools in border ethnic areas.On the basis of this,we will explore strategies for promoting the professional development of teachers in rural small-scale schools in border ethnic areas to promote the construction of rural teachers in border ethnic areas.The professional development status of teachers in rural small-scale schools in Longzhou County,Guangxi’s border ethnic areas was comprehensively investigated from the perspectives of professional ideas,ethics,professional knowledge,and professional abilities of teachers in rural small-scale schools in border ethnic areas.According to the analysis of the status quo survey results,the following major problems are found in the professional development of teachers in rural small-scale schools in border ethnic areas: first,the professional concept needs to be improved,the professional identity is not strong,the professional satisfaction is not high,and occupational burnout is easy to occur;second,the professional The knowledge structure is not perfect,the education and teaching knowledge reserves are insufficient,the mental health education knowledge is lacking,and the local ethnic cultural knowledge is weak;the third is the lack of professional ability,the information technology ability needs to be strengthened,the mental health education ability is generally weak,and the teaching implementation ability is insufficient good.Teachers ’personal professional foundation is weak,their professional development will not be strong,and their work tasks will be heavy;there are few school teaching and research activities and lack of material support for teachers’ professional development;government investment in education is insufficient,teachers ’salaries are not high,and teachers’ training opportunities are low;Low,and the lack of coordination of students ’family education and other internal and external factors affect the professional development of teachers in rural small-scale schools in border ethnic areas.In view of the problems existing in the professional development of teachers in rural small-scale schools in border ethnic areas,the strategy for promoting the professional development of teachers in rural small-scale schools in border ethnic areas is proposed from four levels: government,school,society and teachers themselves: first,improve relevant government policies System,establish and improve the teacher professional development guarantee mechanism;second,create a good school environment to provide conditional support for teacher professionaldevelopment;third,establish a social support guarantee system to promote teacher professional development;fourth,stimulate the internal motivation of teacher professional development To promote independent professional development of teachers.