A Case Study Of The Professional Development Of Primary School Female Teachers

Most studies on the professional development of teachers are based on the whole group,or mainly on college teachers.There are only a handful of researches on the professional development of female teachers.And the researches on female teachers in primary schools are rare.As an important part of the teacher group,female teachers in primary schools are the founders of the vigorous development of basic education.It is necessary to study the problems they have in the professional development process.This paper takes compromising feminism as the theoretical support point.Through combing and analyzing the professional development of teachers and the literature of feminism,the professional development of female teachers in primary schools is based on four aspects:professional development concept,professional knowledge,professional ability and professional development.On the basis of the questionnaire survey,supplemented by case interview analysis,the basic situation of the professional development of female teachers in Nanjing B primary school was investigated.The survey found that among the female primary school teachers in B,there are many young and middle-aged female teachers with professional skills and professional knowledge.Because of the lack of teachers,the female teachers have a heavy task,and they teach at interdisciplinary and inter-decade levels,which makes them have certain bottlenecks after employment.On the professional development concept,the professional recognition is high,but the behavior departs from the consciousness concept,in this way the professional development is negative.In the case of mastery of professional knowledge,there is a situation in which the mastery of’ large groups and small groups is inconsistent.In terms of professional ability,female teachers are weak in teaching skills and scientific research capabilities,and they also need to receive professional learning and guidance.In terms of professional development,there are mainly three major problems:teacher training and teaching conflicts;fewer training opportunities;and far-reaching training locations.Teachers also hope to promote self-development through a variety of alternative ways such as teaching and research activities in schools,professional guidance of key teachers,and academic training.The overall situation of the "rubber man" and the" advanced person " is polarized,and there is no fundamental relationship with the teacher’s age,teaching age and subject.It is the independent state of the teacher individual in the development process.The conflicts in the process of role transformation,the collision between tradition and reality,the " security " of the system,and the " inert culture " in the environment have made the professional development of primary school female teachers difficult and varied.Based on the unbalanced development of male and female teachers and the internal polarization of female teachers,it is necessary to pay attention to the education sector,schools and female teachers from the aspects of public policy,cultural atmosphere and individual development planning,with a view to effectively improving the current status and problems.