Investigation And Research On The Factors Hindering The Professional Development Of Young Rural Junior High School Teacher

The professional development level of rural teachers is of great significance to the implementation of the rural revitalization strategy and the success of failure of the new rural construction in China.However,there are various obstacles to the professional development of rural teachers,which hinder the development of rural education to a large extent.Taking14 rural middle schools in Laixi City as an example,this thesis conducts an investigation and research on the professional development of young teachers in junior middle schools,analyzes the current obstacles to the professional development of young teachers in rural junior middle schools,and seeks countermeasures to solve the obstacles.The study found that the professional development of young teachers of rural junior middle school is affected by many factors,including not only the internal factors of the teachers themselves,but also the external factors of school management and other aspects.The factors of teachers themselves include: the lack of awareness of independent professional development;the low sense of teaching efficacy;the low level of teaching reflection;the phenomenon of teaching not learning is more serious.The factors of school management include: after the "double reduction" policy,teachers’ work burden has increased;school administrators have not paid enough attention to teachers’ professional development;no professional development community has been formed.Other factors include: poor on-the-job training effect;rural junior middle education hardware facilities shortage;low social status of rural teachers.In view of the above obstacles,this thesis proposes corresponding countermeasures and suggestions from teachers themselves,school management and educational administration.The countermeasures and suggestions for teachers’ self-improvement mainly include:improving professional awareness and identity,formulating professional development plans;theoretically guiding practice,improving teaching practice and teaching research ability;improving knowledge reserve and improving self-reflection ability.The school’s countermeasures and suggestions to promote the professional development of rural young teachers mainly include: taking the "double reduction" policy as an opportunity to reasonably arrange teaching tasks;create a good environment for teachers’ professional development;establish a teacher’s professional development community with colleges and universities.The countermeasures and suggestions of education administrative department to promote the professional development of young teachers in rural junior middle schools include: educational administrative departments should improve the evaluation and incentive mechanism for on-the-job training of young teachers;educational facilities are skewed towards the countryside;improve the status of young teachers in rural junior middle schools.