The Research On The Difficulties And Countermeasures Of Teachers'Professional Development In Rural Small-scale Schools

Since 2012,after the State Council adjusted the layout of small-scale rural schools,a large number of small-scale rural schools have been retained and developed.At present,the state continues to issue policies to support small-scale rural schools.Rural small-scale schools account for a high proportion of rural schools and are an important part of rural education development.Teachers are the key factors in ensuring the quality of education and teaching.The professional development level of rural small-scale school teachers affects the professional quality of the entire rural teachers.Studying the professional development of rural small-scale school teachers has a very significant effect on improving the quality of education in rural areas.The small-scale school teachers in rural areas have their particularity.The empirical research on the theme of the professional development of rural small-scale schools can broaden the research horizon and accumulate empirical research materials,which is of positive significance for enriching the relevant theoretical research of rural teachers' professional development.This study adopts the questionnaire survey method and interviews,combined with the relevant theories of rural small-scale school teachers' professional development,selects 102 teachers from 15 rural small-scale schools in S town of T city as the study objects.Through questionnaire survey and interviews,it is found that the small-scale school teachers in S town in rural areas have the professional development problems,such as there is deviation in the ideas of teachers' professional development,teachers' professional knowledge structure is unreasonable and teachers' specialty developing capacity is poor.The reasons are as follows: First,the teachers' material treatment is low,the school management system is not perfect,secondly,the teachers' work pressure is high,the atmosphere of esteeming teachers is not favorable,and the third is that the teachers' professional development pathways are limited,and the cooperative consciousness is not strong,the fourth is the teachers' self-developing consciousness is weak,and the teachers' role positioning is not accurate.Based on the analysis of the reasons,some pertinent suggestions are put forward.The first is to improve the material treatment of teachers and provide institutional guarantee;the second is to ease the pressure of teachers and create a humanistic campus atmosphere;the third is to expand the professional development ways of teachers and promote teachers to share and exchange different points of view;the fourth is to stimulate teachers' internal motivation and enhance the initiative of their professional development.It is hoped that these countermeasures and suggestions can be beneficial to the professional development of teachers in rural small-scale schools.