Research On The Path Of Teachers’ Professional Development In Small Rural Schools

In recent years,the country to improve the quality of rural teachers in the degree of attention and support is increasing,rural small-scale school teachers as an important group of rural teachers,their professional development can not be ignored.However,due to the constraints of the urban-rural dual system,the current situation of small-scale teachers’ professional development is worrying,so it is urgent to find a suitable way for small-scale school teachers’ professional development.The research methods used in this study are questionnaire,interview,case study and participant observation.On the basis of sorting out the documents,the path of teachers’ professional development is divided into four dimensions: expert guidance,peer support,self-reflection and autonomous learning.Based on the four dimensions,through the investigation and research to understand the situation of teachers’ professional development in rural small-scale schools.On the basis of investigation and research,three small-scale schools are selected for case study to deeply understand the current situation of teachers’ professional development in small-scale schools.On the basis of a comprehensive understanding of the current situation,we find the problems existing in the professional development of teachers in small-scale schools,analyze the reasons behind the problems,and then construct the path system of professional development of teachers in small-scale schools.Through investigation and case studies,it is found that teachers in small-scale schools have few opportunities and limited help in expert guidance.In terms of peer assistance,the form is single and limited.It is formalistic and lacks height in self-reflection.Lack of awareness and depth in autonomous learning.The main factors that affect the professional development of teachers in small-scale schools are as follows: at the school level,small-scale restricts large-scale development,such as specific performance for the learning atmosphere is loose,lack of system security and financial support,education and teaching task is heavy.At the social level,good policies are not well implemented,such as insufficient policy popularization,weak policy implementation and top-down vertical management system constraints.At the level of teachers themselves,small teachers lack ambition,such as teachers’ professional comprehensive quality is not high and professional development consciousness is not strong.According to the results of the study combined with the ecological orientation of the concept of teachers’ professional development,teachers’ professional development stage theory and other related theories,we put forward the construction of rural small-scale school teachers’ Professional Development Path System.We should take the rural small-scale school teachers as the core,improve the level of teachers’ professional development,and promote the independent and sustainable development of small-scale school teachers as the goal.On this basis,four paths of teachers’ professional development are constructed,which are autonomous learning as driver,peer assistance as accelerator,expert guidance as updater and self-reflection as converter.Strengthen the construction of teaching network resources and teacher development centers,improve the teacher training system and improve the teacher support system.Comprehensive implementation of lesson learning,online learning,learning community,school-based teaching and research,regional teaching and research,teaching reflection and action research and other professional development strategies.Through these professional development strategies,we can promote the sustainable growth of teachers’ specialty in small-scale schools and the high-quality development of rural education.