A Study on Problems and Countermeasures of the Professional Development of Elementary School English Teachers in the Undeveloped Areas
|Course||Curriculum and Pedagogy|
|Keywords||Poverty-stricken areas Primary English Teachers Professional development of teachers Problem|
Professional development of teachers is not only the new curriculum reform in the context of teacher education reform and the reality of the need and direction, and the inherent need for teachers to pursue self-improvement, and has become one of the hot topics of the education sector research. However, concern for teachers' professional development as a primary school English teachers in poor rural areas of the part of the teacher groups, rarely. Promote the professional development of teachers in rural areas, and improve the overall quality of teachers in rural areas, and to improve the level of education in rural areas is to protect the education fair, balanced development of urban and rural education, the inevitable requirement of building a harmonious society. In this study, first summarized the domestic and foreign professional development of teachers and English teachers professional development literature, draw on existing research results on the basis of the combination of the new curriculum standards, as well as English subjects in primary schools on the specific content of the primary school English teachers' professional development. At the same time, the primary school English teachers in poverty-stricken areas of Chongqing as the research object, using interviews and classroom observation, to understand the reality of primary school English teachers from the four aspects of professional knowledge, professional competence, emotional attitudes and values, sense of self-development professional development. In this paper, three research questions: (1) the poverty-stricken areas of Chongqing primary school English teachers professional development situation how? (2) elementary school English teachers in poverty-stricken areas of Chongqing professional development is facing problems? Specific face? What is the cause of the problem ? (3) for the problems faced in the professional development of a feasible countermeasures? Research Methods This study used qualitative analysis, qualitative data collected through semi-structured interviews and classroom observation. Freeman (1998) to the theme of the analysis method, to explore and analyze the problems faced by the poverty-stricken areas of Chongqing primary school English teachers in professional development and their causes. The results show that the analysis from the individual factors, lack of expertise in the problems faced by the poor areas of primary school English teachers in professional development; weakening of professional competence; these three aspects of the self-awareness of the professional development of desalination; from school factors analysis, facing the problems are: lack of teacher professional development support environment, teachers lack the power of self-development; teachers training problems; obvious contradiction between the teacher Engineering; analysis of social factors, the problems they face: the low status of primary school English disciplines; lack of fiscal funding; teachers and personnel system reform retardation. Finally, on the basis of the data analysis and discussion, this paper puts forward the countermeasures of elementary school English teachers' professional development in poverty-stricken areas of Chongqing. Hope that through the investigation and analysis of the status of the professional development of primary school English teachers in poverty-stricken areas of Chongqing, the problems facing this study, suggestions on the promotion of professional development of teachers in poor areas of English, elementary school English teachers' professional development in poor areas of Chongqing scientific basis and practical training mode.