The Dilemma And Choice Of Rural Primary Teachers’ Professional Development Path

In recent years,the Government attaches great importance to the basic education,especially the rural basic education.Both the implementation of rural teachers’ support plan and the proposal of the rural education revitalization action plan have made the rural basic education a great development.However,there are still many problems in rural education,which cannot meet the needs of the people and our social and economic development.Although overall environment of rural schools has improved compared with the past,some problems do exist and the status quo of teaching is not so optimistic such as the lack of full-time teachers in rural areas et.al.This shows that the important factor which restricts the development of rural education is teachersIn order to promote the professional growth of teachers in rural areas,improve the overall quality of teachers,and cultivate quality basic education teachers,the state and the education sector take a variety of measures,such as early teacher education,namely,education and training,so the rural teachers also have a number of ways to achieve their own professional quality.However,whether these paths have really made rural teachers’ professional growth achieve good results is still unknown,under the special environment of the countryside and the teachers ’ overall quality is not high.Therefore,this paper takes 8 rural primary school teachers in a county-level city as the research object and studies the development path of rural teachers’ professional development.Are these paths a significant effect on Teachers’ professional growth? What are the difficulties encountered? How to improve it to play its proper role? This paper is divided into four parts for further exploration of the above issues.The first part mainly introduces the background and significance of the topic,collects and sums up the path of teachers’ professional growth,and finally draws the necessity and importance of the research.The second part mainly investigates and analyzes the professional growth level of rural primary school teachers in the city through questionnaire survey.The professional growth level of rural primary school teachers in this city can not only verify the success of the path practice,but also find out the outstanding problems of teachers’ professional growth.Meanwhile,it not only provides clues for the analysis of the difficulties of the next path,but also provides a reference for the choice of the path.The third part is the predicament analysis and reflection of the professional growth path of the rural primary school teachers in this city.From the investigation in the second part,we can see that the professional growth path of the teachers in the city is not optimistic on the practical level.Therefore,this part adopts interviews and observation methods to diagnose the problems existing in the current route.The fourth part is the choice of the rural primary school teachers’ professional growth path.Based on the current situation of the second part of the professional development level of teachers and the difficulties encountered in the third part of the professional growth path of teachers,this section proposes policy recommendations for the optimization and upgrading of rural primary school teachers’ professional growth path,in order to speed up the realization of teacher professional development of the city’s pace.This study finds that although rural primary school teachers in the city took multiple paths,the survey results show that the level of professional growth of rural primary school teachers in the city is not high.This research starts from the path itself,explores the existing problems of teachers’ professional growth path through interviews and observation,and finds out the crux of the problem,so as to put forward a path that really meets its professional growth path for rural primary school teachers to choose.