Implementation Of Rural Teachers’Professional Development Policy Research Questions

"Master Degree’s of Education for Rural School" policy is our country begins to implement since2004to attract service of rural education outstanding university graduates, training mode, innovation of teacher training of high level and high quality teachers is an important measure.,The master teacher status is for five years, after three years of teaching experience, fourth years to the cultivation of students studying postgraduate courses, fifth years to return to work and complete the graduation thesis. The characteristics of both practice and academic determines the particularity of the professional development of rural education master, and effectiveness of the professional development of rural education master determines to a large extent "effect the master of rural education plan ".China’s implementation of the last decade,"Master Teacher program," Our survey shows that rural education master’s universities train loss is serious. Why did they choose to leave rural schools, the current master of rural education training methods are suitable for the development needs of rural education? I chose Zhang as the research object, using the method of narrative studies, this investigation.Zhang graduated from the occasion, forced the severe employment situation, chose to pursue a master’s degree in rural education, trying to improve their qualifications and enrich their teaching practice to seek career development. Zhang master’s rural education three years ago, was hired to a school in Sichuan province as a township high school biology teachers, hard living and working conditions in rural schools, so she had the idea to leave the rural schools. Fourth year, she enrolled full-time master’s degree, master’s degree in rural education group while experiencing similar experiences. they have their own views on the master planning of rural education and training and their future career. The first five years in rural schools in the original attachment and fear. Zhang eventually choose to leave rural schools.The last part of the article on the plight of rural education and professional development master faces, made of Master of rural education professional development. Discussed from three aspects, namely the selection of a Master’s rural education policy, the second is to develop policies Master of rural education, the third is in-service professional development perspective Master of rural education suggest improvements. Relevant departments should retain talent to maximize play value of the Master of rural education, to promote the professional development of rural education and master of self-development, in a variety of ways to attract young teachers serving in rural education.