A Case Study On The Professional Developing Routes Of Outstanding Teacher In Rural Primary Schools

With the party and the country ’ s emphasis on rural education,rural education is booming.The Ministry of Education has successively issued a series of policy texts to revitalize rural education and clearly stated that “teachers are the key to the development of rural education.” It can be seen that the position of rural teachers is vital in the development of rural education,and rural education has attracted much attention.This paper takes teacher L,a teacher from a rural primary school in Guizhou Province,as research object.It uses the method of in-depth interview to review the professional development of Teacher L.According to the characteristics of professional development of teacher L,the teacher’s development stage is divided into the periods of adaptation,growth,quiet and maturity.Different factors affect different stages of teacher L’s professional development.Meanwhile,teacher L’s development is not smooth and meets different actual difficulties in different periods.By reviewing the process of Teacher L’s professional growth,this paper analyzes the factors and actual difficulties of Teacher L’s professional development,and finally explores the routine of professional development of rural primary school teachers from the school level and individual level.In terms of schools,they should create a good school environment,establish and improve incentive mechanisms.They should also integrate resources of teacher training,and pay attention to post-employment training for rural primary school teachers.During the adaptation period,schools should establish a system of “old masters guiding new apprentice”,set up professional development teams,and conduct appropriate work load.During growth period,schools should provide opportunities for teachers to go out to learn,set up teaching competition stages for teachers,establish platforms for teacher exchanging,and optimize the working hours of teachers.During quite period,schools should enhance the care of leadership to teachers.During mature period,schools should create a favorable environment for education and research.In terms of individual teachers,teachers should enhance the sense of professional identity of rural teachers,seek development voluntarily,conceive the awareness of lifelong education,and practice the advocacy of “learning-practicing-reflecting-summarization”.During adaptation period,teachers should increase professional knowledge,set goals,conduct career planning,learn from the experienced teachers and learn to do self-evaluation correctly.During growth period,teachers should seek opportunities to study in other schools or institutions voluntarily,participate in teaching competitions actively to improve teaching abilities,reflect on teaching,and form a unique teaching style.During quite period,teachers should be open-minded to life.During mature period,teachers should conduct scientific research in education,and communicate with famous teachers to integrate advanced educational ideas.