Research On The Status Quo Of Teachers' Professional Development In Rural Small-scale Classes From The Perspective Of Time Allocation

With the advancement of urbanization,a large number of rural people have poured into cities and towns to seek development,the number of school-age children in rural areas has declined,and small-scale rural classes have emerged as the times require.Small-scale rural class teachers shoulder the burden of promoting rural education,blocking the intergenerational transmission of poverty,and helping rural revitalization,and their own professional development level is particularly important.Time has always been a major factor restricting teachers' professional development.Small-scale rural class teachers may have different professional development and time allocation status due to their reduced class size.Therefore,analyzing the status quo of teachers' professional development from the perspective of time allocation is important for promoting rural development.The professional development of teachers in small-scale classes is of great significance.Based on the "Teacher Professional Development Standards(Trial)",the research results of teachers' time division dimension and policy documents,this study compiled the "Questionnaire on the Status Quo of Teachers' Professional Development in Small-scale Rural Classes from the Perspective of Time Allocation",and carried out a survey of rural teachers in Yunnan Province.sample survey.Combined with semi-structured interviews and field research,this paper presents the current situation of teachers' professional development and time allocation in small-scale rural classes,analyzes the existing problems and tries to put forward relevant suggestions.The research found that: First,in terms of teachers' professional development;the overall score of teachers' professional development in small-scale rural classes is relatively high(M=4.12),which is 3 points higher than the median,and there is a significant difference in age.Secondly,in terms of time allocation;the current overall working hours of small-scale rural class teachers are relatively long,and most teachers do not have sufficient time for professional development and are dissatisfied with their time allocation.There are significant differences between the scores of professional development of teachers in small-scale rural classes and the amount of time teachers spend in four types of activities: pre-class preparation,after-class summary,collective scientific research activities,and individual scientific research activities.Finally,in terms of group differences;the average value of each dimension of professional development of teachers in small-scale rural classes is slightly lower than or equal to that of teachers in regular-scale classes,but there is no significant difference and no group advantage.There is no significant difference between the time allocation of teachers in rural small-scale classes and that of regular-scale rural class teachers.Through analysis,it is found that the overall score of teachers' professional development in small-scale rural classes is relatively high,but there are still two problems: the length of professional development is easily limited and the overall professional development is not prominent.Through the exploration of the problem,it is found that the reasons for the problem are firstly the weak awareness of teachers' development and the inefficient use of teachers' time;secondly,the poor teaching and research environment in schools;finally,the lack of social professional support.Based on this,this paper puts forward suggestions for promoting the professional development of rural small-scale class teachers from three aspects: teachers,schools,and society.