Professional Development Of Rural Information Technology Teachers: Connotation, Current Situation And Countermeasures

Our country's information technology education is currently developing rapidly,which has also brought challenges to information technology teachers.Basic education in rural areas has been the focus of the country's intensified reforms in recent years.The national rural revitalization strategy and the "14th Five-Year Plan" have all put forward clear requirements for rural education.However,at this stage rural primary and secondary schools are facing the status quo of backward actual conditions,coupled with the influence of traditional teaching methods and ideological concepts,information technology teachers are still in a weak position,and their role in education is not taken seriously.Professional development is slower than teachers in other subjects.Based on the problems existing in the professional development of rural information technology teachers,the author initially explores the countermeasures to improve the professional development level of rural information technology teachers and promote the professional development of rural information technology teachers.This article summarizes and discusses the connotation of teachers' professional development,the status quo of professional development,and the countermeasures of professional development.Mainly using literature research method,questionnaire survey method,interview survey method and other research methods,the author expounds the connotation of the professional development of rural information technology teachers through a large number of reading documents and the theories of previous researchers.Then,on this basis,the author designed a questionnaire based on the actual situation of rural schools in the research area-Qingdao West Coast New Area.Through questionnaire surveys and personal interviews,surveys and statistics on the professional development of rural information technology teachers in Qingdao West Coast New Area Happening.The structure of this article is like this.The introduction part mainly introduces the background and significance of the research of this article,research trends at home and abroad,research design and personal innovations.Through this module,you can know the research intention of this article in detail.The first chapter is related connotation and theory.This module mainly defines the related concepts of teacher professional development and discusses the related theoretical basis of teacher professional development.The second chapter is mainly the investigation and analysis of the professional development status of the questionnaire survey objects and interview objects.It mainly analyzes the status quo of the professional development of rural information technology teachers based on the questionnaire survey data and the content of the interviews.The third chapter is mainly to list the problems in the process of the professional development of rural information technology teachers based on the analysis results,and to sort out the problems at different levels.The fourth chapter proposes countermeasures to promote the professional development of rural information technology teachers from five levels.The fifth chapter is a summary and prospect,reflecting on the innovation and deficiencies of the research,and putting forward the research direction and expectations in the future.The author found through investigation that job satisfaction and job-choosing attitudes among rural IT teachers are not optimistic,and relatively negative.The construction of the urban and rural teacher team is not balanced,the relevant support from the education department is not enough,the professional development pay is too low,the professional development awareness is not strong,the professional knowledge structure is not rich enough,and the education,teaching and research ability is not high.Although the above-mentioned problems were found in the survey,the rural information technology teachers are relatively good in communication skills,education and teaching skills,teaching management and adaptability,teaching reflection skills and educational concepts.In response to these findings,the author put forward countermeasures to promote the professional development of rural information technology teachers from multiple levels of the country,society,education authorities,schools,and individuals.