Country Small Scale School Teacher`s Professional Development Of Narrative Research

Teachers, as the next generation of trainers, has been shouldering the task of training qualified successors to the nation. As one of the factors that affect education role play, teachers’ personal quality and level has been attention by many scholars. No wonder, social civilization and progress depends on the good qualities of talents, the cultivation of high-quality talents depends on the quality of education, and its role in education and the level of high and low, directly depend on the quality and level of teachers. Therefore, how to promote teachers’ professional development is very important.At present, the research on teachers’ professional development is not a few, however, focus on teachers’ special groups – country small scale schools teachers’ professional development is very little. Country small scale school teachers from quantity to quality compared with the tasks they undertake is not optimistic now, if small scale teacher`s professional development and growth delays in completion, it tend to cause some teachers leave the teaching post because loss of confidence, though some teachers strick to teach but will lose the passion and enterprising attitude, it`s unfavourable to the small scale schools teachers themselves, also influence the development of the students. To solve small-scale school teachers in teachers’ professional growth and development are faced with the problem, for the growth of the small schools students and teachers the realization of its value has a positive significance, this also is the requirement of education fairness.Current country small scale schools teachers’ professional development for narrative inquiry study is less, this is also the innovation of this article. This article use the method of narrative research, and through the three small schools teachers to interview way to collect data, the three key stage of teachers’ professional development, key event, key process decomposition and reconstruction, to explore out the whole course of three teachers professional development and influencing factors, and from small school teachers itself and external two aspects put forward feasible Suggestions.Based on the above research method, in this paper, the country small schools teachers’ professional development to put forward the following Suggestions. From country small school teachers themselves, should set up the correct education belief, give full play to their own subjective initiative, at the same time to form the correct understanding of teaching reflection. From the outside impetus ways, one is to focus on the key events in the process of teacher professional development; Second, the school should promote the establishment of a professional learning community; third, it is to such small scale school funding assistance; Four is to increase the effective training for the fact of the small-scale school teachers, eliminating inefficient, ineffective training.