Research On The Professional Development Way Of Elementary Teacher Of The Tibetan Area Of Sichuan Province

The teachers of Tibet not only undertake the task of dissemination of scientific knowledge but also the inheritance and propagation of Tibetan culture. They have different rhythm in professional development because of the special natural environments and cultural scenes. So they must go a professional development way that has Tibet feature. This thesis selects the teachers of Danba county of Ganzi Tibetan Autonomous Prefecture of Sichuan province as an object of study. After we master the phylogeny and current situation of the education of Danba, we study the professional development of Tibet through observation, interview, questionnaire and living with the teachers.We understand the current and anticipant way of professional development, acquaint the concept of professional development, then explore the root causes and influence factors by finding the difficulty and hope and analyzing of them, get the conclusion and introspection at last. The author thinks that we should expand the number of teachers, give the space of professional development and training of native language and culture. The government also should increase the training funding and improve the work environment. All these make the author further think that ethnic minority teachers should follow the guiding principles of professional development, improve the training content gradually, innovate the training way, schedule the training program reasonable, improve the education with record of formal schooling and emphasis on high use of high-tech with the wealth of teaching activities, and strengthen the exchanges with the teachers of coastal provinces. Through the above conclusions, we observe and introspect the current way of professional development and give help to improvement of current situation and way of professional development, enhance the consciousness and ability of professional development, and then give the help of the exploration of the development of ethnic minority teachers.