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The Plight of the Professional Development of Teachers in Rural Schools and Countermeasures

Author: WangLiNa
Tutor: JinChuanBao
School: Shandong Normal University
Course: Education and management of
Keywords: Daiyue District Rural Schools teacher professional development
CLC: G635.1
Type: Master's thesis
Year: 2011
Downloads: 423
Quote: 2
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Abstract


Teacher resources is the first education resources. Along with the development of the cause of education and reform, teacher’s role and position are increasingly prominent. Primary and secondary school teachers’ professional development of level will directly related to the success or failure of the basic ducation career. Especially the overall implementation of the foundation education curriculum reform and education funds safeguard mechanism reform makes teacher resources raised to unprecedented levels. Teachers in rural primary and secondary schools in China is vulnerable groups among teachers. They work hard but welfare benefits are low.Their education ideasare not fresh, and they are lacking in self development consciousness .Post-career education training does not reach the designated position and schools are lacking in scientific management and evaluation .All of this are the main obstacle restricting their professional development and growth. The quality of rural primary and secondary school teachers, especially their professional development problems, has become the focus of the attention of the society. Only in combination with actual need of the development of rural education, and by adopting relating countermeasures can effectively promote the gradual rural teachers’ professional development.From the aspect of specific requirements of teachers’ professional development,this article tries to make some exploration of the problems that rural primary and secondary school teachers have by a questionnaire investigation and in-depth interviews about teachers in DaiYue District of TaiAn city. It also gives the corresponding countermeasures to promote rural primary and secondary school teachers’professionaldevelopment .In recent years, with the deepening of the reform of the education in China TaiAnShi education and rural teachers, teachers team construction also have achieved remarkable results, the teacher of subsistence and development of external basic conditions had been improved markedly, such as teachers and political status rises, the economic treatment to ascend, teachers, teachers’ education levels increase significantly. About rural primary and secondary school teachers for professional development situation first-hand material, the author TaiAnShi successively in the DaiYueOu 5 schools more than 400 senior teachers has carried on the questionnaire survey to parts of rural primary and secondary school teachers, school leaders and education administrative cadre’s in-depth interviews, understands the current rural teachers’ professional development main existing problems. One is a teacher and knowledge structure of the aging of aging prominent; 2 it is education concepts backward, in academic research aspects quite weak; 3 it is rural primary and secondary school teachers’ professional consciousness, some poor ethics, seriously influenced teacher’s professional image; Four teachers economic basis not thick, professional treatment is low, the working environment is poor, teachers’ in-service training formalism. Five teachers from rural to urban, rural teachers flow aggravate instability.In view of the above problems are analyzed, and put forward to promote rural primary and secondary school teachers professional development countermeasures. The measures are as follows: first,teachers should be vying for "three-type teachers"; second, schools should service teacher ,develop in a professional way and create "four-type campuses"; third,there is a need to reform the management of rural teachers training mode and evaluation system and establish teachers education system suitable for rural education development; last , the government should increase the financial investment and policy support, and improve the rural primary and secondary school teachers’ professional development conditions.

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CLC: > Culture, science,education, sports > Education > Secondary education > Teachers and students. > Teachers, head teachers
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