Narrative Research On The Professional Development Of Rural Primary School Teachers

The professional development of rural primary school teachers directly determines the quality and level of rural basic education in China.This study adopts the narrative research method,through interaction with the research object,using Knowles’ s self-directed learning theory as an analytical tool,to better understand the professional development process and path of rural primary school teachers,and analyze and summarize the key factors affecting the professional development of rural primary school teachers from three dimensions: the transformation of learning motivation and goals,the choice of learning strategies,and the search for learning resources.Finally,suggestions are put forward to promote the professional development of rural primary school teachers from the three main dimensions of rural primary school teachers themselves,rural schools and education management departments.Self-directed learning mainly includes five stages: triggering learning motivation,determining learning goals,selecting learning strategies,seeking learning resources,and evaluating learning results.Based on the stories and analysis of four rural primary school teachers’ professional development stages,the influencing factors of professional development of rural primary school teachers in the four stages of pre-service preparation,post-service growth,plateau breakthrough and maturity and stability were deeply explored.It is found that the key factors influencing the motivation and goal change of rural primary school teachers mainly include: teachers’ personal planning,employment pressure,family influence,school environment,and the implementation of relevant teacher policies.The key factors influencing the selection of learning strategies among rural primary school teachers mainly include:teachers’ personal experience,interpersonal relationships,personality traits and school office atmosphere.The key factors that influence and promote rural primary school teachers’ pursuit of learning resources mainly include: teachers’ educational experience,self-awareness,personal teaching style,social interaction,school platform and social environment.In order to better promote the professional development of rural primary school teachers and improve the level and quality of rural basic education in China,rural primary school teachers themselves should consciously establish a good professional awareness and enhance the motivation for professional development;Actively engage in social interaction and expand access to learning resources.Rural schools should strengthen institutional construction to provide institutional guarantees for teachers’ growth;Strengthen the construction of relevant resource platforms to provide platform support for teachers’ professional development.Rural education management departments shall increase capital investment and resource support,help improve the resource platform for rural schools,and provide financial guarantees for the professional development of rural primary school teachers;Improve the relevant rural teacher policy implementation guarantee system,increase the intensity of policy tilt,and provide policy support for the professional development of rural primary school teachers.