Teachers’ Professional Development Status Investigation And Study Of Huangshi City Primary School

As the attention on the importance of the strength of the rise and fall of early education success or not often determines a person’s life quality and value, decided his character and behavior and life infinite breadth. The same reason, a national basic education also decided the country and economy. The elementary school education is the foundation education stage, primary school teachers have no doubt on this as a very important role. The elementary school teachers’ professional development in recent years has been the community, government and education administrative department in recent years has introduced many of the teachers’ professional development policy, Huangshi City, Hubei Province, the second largest city, the primary school teachers professional Development in the last few years has been significantly improved, but by individual teachers and schools, social influence, Huangshi City primary school teachers’ professional development has not yet reached the desired level, so in Huangshi City primary school teachers professional development status input research is necessary.This study uses empirical methods, of Hubei Province Huangshi City, five important primary school teachers were investigated, from the consciousness of teachers’ professional development, teachers’ professional development needs, opportunities for professional development of teachers, teacher professional development condition, teacher approach for professional development and professional development of teachers in six dimensions of Huangshi City primary school teachers, analysis, and analysis of the gender differences in Huangshi City primary school teachers’ professional development, age difference, teaching senority difference, educational differences, preservice education type differences, different titles, week of class difference, income difference, we get the conclusion: age in consciousness of professional development of teachers in 35-45 years of age, professional Development needs, professional development opportunities and received external provide professional development conditions are significantly lower than those of the other 35 years old and above 46 years old of age teachers. Teaching teachers in more than 11 years of the outside world to provide professional development conditions to significantly lower than the seniority in 10 years and 10 years following the teacher. Graduated from normal university teachers obtain external conditions significantly higher than normal college graduate teachers. Elementary school 2 grade teachers in the professional development needs, provide development opportunities and external conditions is higher than that in non professional teachers, elementary school level 1 teachers, small teach intermediate teachers and elementary school teachers, senior teachers and elementary intermediate teach Division in the professional development needs, provide development opportunities and external conditions of the three were lower than that in the non professional teachers, elementary school level 1 teachers, elementary school teachers, secondary teachers and elementary school senior teachers. Hours per week) in Section 8 below the consciousness of teachers’ professional development to was significantly lower than the amount of hours in Section 9 of the other teachers, the professional development opportunities also a week of class 9 more than other teachers.Research current situation of Huangshi City primary school teachers’ professional development were to analyze the reasons, and problems of Huangshi City primary school teachers’ professional development suggested: increase investment in education, to improve the social economic status of teachers, improve teacher’s vocational qualification, strengthen teacher education belief culture, and create a harmonious, democratic Campus culture, standardize the workload of teachers, to reduce the teacher’s pressure, attention to the cultivation of teachers’ educational beliefs, to enhance teachers’ professional happiness, attach great importance to the cultivation of scientific research ability of teachers, improve teacher training to guide teachers professional reflection.