"From Passive Development" To "Independent Growth"

In the process of teachers’ professional development,professional development motivation is the internal driving force of teachers’ professional development,which has a very important impact on stimulating and maintaining teachers’ professional development.As the backbone of Chinese teachers,rural teachers’ professional development plays an important role in improving the overall quality of education in China.Therefore,based on the narrative research paradigm of qualitative research,this study conducted an in-depth investigation on the professional development motivation of a rural kindergarten teacher.On this basis,the author takes a teacher as a case to conduct in-depth interview,describes the process of Teacher Wang’s professional development motivation and his professional life state,and makes corresponding analysis.Through the analysis of the story of Mr.Wang’s motivation for professional development,we can see that Mr.Wang’s motivation for professional development is mainly manifested as non motivation and external force compulsive motivation at first.Due to experiencing some "key events",his motivation for professional development is mainly transformed into value realization motivation and ideal pursuit motivation.Therefore,the motivation of Teacher Wang’s professional development is not invariable,but a tortuous process.In this study,the motivation of Teacher Wang’s professional development mainly comes from two factors,one is internal factors,the other is external factors.The internal factors are personal factors,mainly including higher identity and stronger self-efficacy.The external factors include kindergartens and the state.The main reasons for kindergartens are: good learning atmosphere,fair evaluation mechanism;the national reasons are: national policy support.Although Mr.Wang’s ultimate motivation for professional development is high,but in the long-term consideration of his career,Mr.Wang puts forward some expectations for the future from the perspective of rural preschool teachers: he hopes to get equal pay for equal work with teachers in the Department,the state can provide more training for rural preschool teachers,the society can recognize rural preschool teachers,and the state can allocate more quota.The process of Rural Kindergarten Teachers’ professional development motivation is not plain sailing,but a curvilinear and dynamic process.Rural Kindergarten Teachers’ professional development motivation is affected by many factors.Combined with the interviews with the research objects,from the perspective of rural preschool teachers,this paper puts forward some suggestions for the shortcomings of Rural Preschool education.The last part of the study is the reflection of the researcher on the research process and the researcher himself,and explains the shortcomings of this study and the suggestions and ideas for further research.