A Case Study On The Professional Development Of Rural Oriented Normal Teachers

It has become a major political task and fundamental livelihood project for China to accelerate the modernization of education,build a strong country in education and realize the great rejuvenation of the Chinese nation.Teachers are regarded as the first resource of educational development and one of the key factors to determine the effect of educational reform.Teachers’ professional degree and professional quality have a very significant impact on the quality of a country’s education,which is an important standard to measure the level of a country’s education.Therefore,the development of education is inseparable from the high professional level of teachers.Rural education is the top priority of basic education,and the key to developing rural education lies in teachers.Since 2007,Ganzhou City of Jiangxi Province has issued a policy of "oriented training of rural primary and secondary school teachers" according to the city’s situation.By 2019,the policy has provided a large number of oriented teachers to compulsory education schools in rural areas of Ganzhou City of Jiangxi Province.However,teacher’s professional development is a long-term and complex dynamic process,which is affected by many factors.Therefore,the professional degree of oriented normal teachers is particularly important,and the research on the professional development of oriented normal teachers has important practical guiding significance for the improvement of the professional level of teachers in China.On the basis of careful reading of relevant literature,this study adopts the case study method in qualitative research.This study selected Teacher W,A oriented normal teacher from A Primary School in Ningdu County,Ganzhou City,Jiangxi Province,as the research object.Through various research methods,such as case study method,interview method and observation method,A long-term follow-up investigation was conducted on him.Moreover,an in-depth analysis of his professional development was carried out with the time of his professional development as the axis.The research found that Teacher W showed the same characteristics as most teachers in each stage of teacher professional development.The internal factors that affected Teacher W’s professional development were: positive and cheerful personality,high teacher professional affection,free management wisdom and solid professional knowledge and skills;The external factors that influence Teacher W’s professional development include: important others,key events,external environment and directional policies.Among them,the policy of three orientations has greatly promoted the professional development of Teacher W,making him a orientations normal teacher who "can go,stay and teach well".Based on the above research results,the author believes that it is necessary to promote the professional development of oriented normal teachers: reform the policy and system of oriented normal teachers,ensure the quality of students,and strengthen the development guarantee system;Adjust the pre-service training of oriented normal university students,build a four-way joint oriented training model,strengthen the educational goal of oriented normal university students serving rural primary schools,strengthen the training of general subjects teachers,pay attention to the cultivation of teachers’ ethics and professional affection;To update the concept of teaching ability development of oriented normal teachers,build a platform for skills development of oriented normal teachers,improve the training system of oriented normal teachers,and optimize the teaching assessment and evaluation mechanism of schools.The author hopes to extract effective experience and provide useful enlightenment for the employment and growth of oriented teachers by taking the professional development process of first-line oriented teachers as the model.