Narrative Research On Rural Teachers’ Professional Development

To realize the high-quality development and improvement of rural education,rural teachers are the key.Strengthening the construction of teachers’ team in rural areas is a crucial step in promoting the balanced development of compulsory education,narrowing the gap between urban and rural areas and regional gap.To promote the balanced development of compulsory education,rural teachers should not only stick to their posts,but also constantly achieve self surpassing in their work.In order to further explore the current situation of rural teachers’ professional growth,this study selects three rural teachers as the initial research objects by purposeful sampling.Through the observation and interview of their daily life,combined with the typicality of the research object,the degree of cooperation and the purpose of this study,it finally focuses on a rural teacher as the object of narrative research.This study is based on the adult learning theory.The adult learning theory believes that adult learning is "problem-centered".In the process of their growth,case teachers constantly pay attention to problems,solve problems and reflect on problems,so as to improve their self-worth,so as to constantly surpass themselves and realize their own professional growth.In order to better grasp the law of rural teachers’ professional growth,this study establishes a "pyramid" model of rural teachers’ professional growth based on the case teachers’ professional growth experience,and divides the professional growth into four stages: pre service concern stage,survival concern stage,task concern stage and self-renewal concern stage.The cross section of the pyramid is the problems encountered in the process of professional growth problems,by focusing on problems,solving problems and reflecting on problems,can be promoted to the next cross section,and then focus on new problems.In order to achieve professional growth.Combined with the current situation and process of case teachers’ professional growth,it is found that case teachers’ professional growth has the characteristics of "drilling","strictness","love","thinking" and "toughness".In the process of professional growth,pre service education plays a fundamental role in professional growth,its own factors lead professional growth,and external resources of in-service professional development provide strong support for case teachers’ growth.Based on the growth experience of case teachers,this paper discusses the path to promote the professional growth of rural teachers from two aspects of pre service training and post service training.For the training of pre service teachers,it is proposed to help students establish lofty educational ideals,cultivate the awareness of lifelong learning,strengthen the cultivation of pre service teachers’ teaching ability and scientific research ability;for the post service teachers,it is necessary to strengthen the cultivation of pre service teachers’ teaching ability and scientific research ability from the school level and the teacher level.The school level should cultivate rural teachers’ local feelings,improve the evaluation and incentive mechanism,provide opportunity platform for teachers,and provide optional training courses.Teachers should improve their self-development awareness,establish goal awareness,reflection awareness and positive practice spirit,so as to realize their self transcendence and professional growth.