A Narrative Study On The Professional Development Of Female Teachers In Rural Primary Schools

Female teachers are the main force of rural primary school teachers,and their professional development level is directly related to the quality of basic education in our country and the development of national quality in the future.However,in recent years,this key group has shown obstacles with gender characteristics in professional development,and female teachers in rural primary schools have become a special group worth studying.As a female teacher who has been teaching in the countryside for eight years,the author deeply feels the necessity of studying the characteristics of the professional development of this special group.From the perspective of educational practice and human concern,this study selects three rural female teachers of different ages,family conditions,academic qualifications and development stages in S town of L county as the research object.By using the narrative research method of his biography,starting with the course of the research subjects' personal professional development,and through their observation,interview and data collection,we can obtain vital and real first-hand materials,and truly present their professional development stories from three aspects: professional cognitive development,professional affection development,professional knowledge and skill development.Through the horizontal and vertical analysis of these stories,we can deeply understand the real living state of rural primary school female teachers and the current situation of their professional development,understand their thoughts and attempts on their own professional development when they are in complex educational practices.,find out the problems and puzzles encountered in the process of their professional development and their solutions,explore the ways and influencing factors of their professional development.It is found that the factors affecting the professional development of female teachers in rural primary schools are not only influenced by gender,professional resilience,self-orientation and other internal factors,but also by the complex external factors from school,family and society.the key events and key others contained in the external factors have a great impact on their professional development.The main ways of professional development of female teachers in rural primary schools are: training and further study,teaching and research activities,professional reflection,peer cooperation,lifelong learning and so on.Although the professional development of female teachers in rural primary schools is advancing,they have encountered some problems in this process: lack of motivation for professional development,lack of reasonable professional development planning,difficult balance between professional development and family life,and the training can not meet the needs of professional development and so on.Based on the above analysis,the author puts forward four suggestions to promote the professional development of female teachers in rural primary schools: the first is to improve the inherent consciousness of teachers' professional development,the second is to create a supportive school environment,the third is to build a social security mechanism conducive to teachers' development,and the last is to create a family atmosphere conducive to teachers' development.