A Narrative Study Of The Professional Development Of Rural Primary School Art And Sports Teachers From The Perspective Of Self-directed Learning Theory

The development of rural education is an important part of rural revitalization.The development of rural education requires a team of high-quality rural teachers.The professional development level of rural teachers determines the quality of the rural teacher team.Facing the professional development needs and problems of different individuals,it is an effective way to improve the professional level of rural teachers independently.Self-directed learning is a purposeful learning method based on individual autonomy and independence.It is considered to be an important way for adults to develop themselves.As adult learners,rural teachers’ self-directed learning is helpful to promote their own initiative in teacher professionalism.Development is of great significance,and as one of the important subjects of rural compulsory education,rural elementary school art and sports teachers,their professional level directly affects the implementation effect of rural quality education.Therefore,based on the self-directed learning theory,using narrative inquiry,three rural elementary school art and sports teachers in Shangrao City,Jiangxi Province are selected as cases to explore "how rural elementary school art and sports teachers can achieve teacher professional development through self-directed learning".Combined with Knowles’ self-directed learning model,this study divides the self-directed learning model into five steps: motivation of self-directed learning,formulation of self-directed learning plan,autonomous implementation of learning plan,evaluation of self-directed learning results,and self-reflection Summary with experience.Based on this model,this article analyzes the professional development process of three rural elementary school art and sports teachers from self-directed learning personality traits,self-directed learning motivation,and self-directed learning external resources.The study found that in the process of professional development of rural elementary school art and sports teachers through self-directed learning,self-directed learning personality traits have experienced "pre-employment preparation period-I want to do it,post-employment growth period-I can do it,plateau transformation period-persistence Doing,maturing and stable period—innovating to do" the process of change;self-directed learning motivation has gone through the "pre-employment preparation period—job hunting and employment to meet survival needs,postemployment growth period—adaptation to the post to complete teaching tasks,plateau transformation period—reflection,summary,and individual Characteristic,maturity and stability period—pursuing ideals and realizing personal values;self-directed learning external resources experienced "pre-employment preparation period—school formal education and internship experience,post-employment growth period—peer mutual assistance,plateau transformation period—policy guarantee With a good atmosphere,mature and stable period-rich network resources" evolution process.There are three problems in the process of self-directed learning of art and sports teachers in rural primary schools to promote professional development: first,self-directed learning personality traits,weak emotional stability,and prone to negative fatigue;second,self-directed learning motivation,the motivation level is too high If the polarization is too low,it is difficult to regulate at a moderate level.Third,in terms of external resources for self-directed learning,it is easy to enter the misunderstanding of "isolated learning"and ignore the supporting role of external resources.Based on the above findings,from the perspective of self-directed learning,relevant thoughts on promoting the professional development of rural elementary school art and sports teachers are carried out: one is to stimulate the learning motivation of self-directed learning,which mainly includes the diagnosis of learning needs and the education of ideals and beliefs;The learning guidance of oriented learning mainly includes learning strategy guidance and mental health guidance;the third is the reasonable learning evaluation of self-directed learning,such as the establishment of self-directed learning scales and peer evaluation;the fourth is self-directed learning based on the network Construction of learning resources,such as the establishment of regional databases and the development of online course resources.