The Research On Rural Teacher’s Professional Learning On The Field Of Educational Ecology

As researchers are gradually deepening the understanding of teacher professional development, the practice-reflection orientation of teacher professional development is turning to ecological orientation. The ecological approach focuses on the learner role of teachers, and pays attention to the subjectivity and activity of teachers. It addresses the environment and its impact on teacher professional development, at present, our rural teacher professional learning exists some problems, such as teachers’poor awareness of professional learning and passivity, the urban tendency of rural policies have difficulty in adapting the county etc. through the analysis of educational ecology, the research find that rural teacher learning should be a whole system, to promote rural teacher learning, strategies need to be taken from national, scholastic and individually, to strengthen the cooperation in and out of educational system, to construct a harmony ecological environment of rural teacher learning, which all in all,to motivate the inner drive of rural teacher learning, and finally promote sustainable development of rural teacher learning. The research consists of five parts:The introduction part:it makes an exposition of the reasons of choosing the topic and analyzes the value of the research. It also states the research structure and methods.Chapter two:via the analysis of literature home and abroad, presents the background of transfer from teacher professional development to teacher professional learning. It elaborates the concept of teacher professional learning and educational ecology and set forth the analysis framework of educational ecology.Chapter three:it interpreters the status quo of current rural teacher learning and introduces a succeed example of foreign rural teacher learning project. Based on the previous analysis, this chapter set forth the status quo of current rural teacher learning from three levels:the national, the scholastic and the individual level, it holds that our country’s rural teacher learning has following shortcomings:lack of support from external system; imbalance of inner-system, includes the shortage of the applicableness of policies, the management and evaluation system of teachers as well as school culture go against the rural teacher learning, the isolation of teacher communities. For the teacher themselves, lack of professional learning awareness and activity leads to the imbalance of personal teachers.The chapter has a case study of ERZ project of Missouri State. It reflects that the reasons of its success lies in the close cooperation of the participation subjects, especially the social support and the innovation culture of rural schools.Chapter four:this chapter gives some strategy advice from external ecology environment, internal ecology environment and teacher’s personal ecology. From external ecology environment, the natural, the social and the normative environment of rural areas should be optimized. For the internal ecology environment, policy makers should go deep into the county in order to know the true reality of rural schools and real demands of rural teachers. The management and evaluation systems of teachers need to be updated to strengthen humanistic care and promote a favorable environment for teachers. School culture is especially to be renewed, which includes school change and the renewal of both material and spiritual environment, which aims to deepen the practice of rural teacher learning and optimize the teacher groups, and also facilitate the construction of teacher community in order to strengthen the communication of teachers. For rural teacher themselves, they should improve their qualification and advance teaching conception, they should set up positive awareness and personal activity of teacher professional learning and build active ecological ego. With all the attempt of three levels, well ecology of rural teacher learning will be set up:the sustainable mechanism of rural teacher learning is to be built.