The Challenges and Solutions of Teachers’ Professional Development in County Areas—A Survey of Teachers in Y County
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i2.3499
Abstract
Teachers in county areas serve as the cornerstone of local education, carrying the crucial responsibility of advancing the future of education. Given the distinctive context of county-level education, the professional development of teachers in these regions follows a logic that differs from that of their urban counterparts. This study thoroughly examines the underlying logic framework of teachers’ professional development in county areas and, based on this analysis, presents a survey of teachers in Y County. The findings highlight several challenges faced by county teachers, including insufficient internal motivation for professional growth, limited time and resources for development, and the formalization of professional development training. To address these issues, the study proposes strategies to: inspire the intrinsic motivation of county teachers and enhance their self-development awareness; extend the time available for professional growth and create more opportunities for career advancement; and improve current training models to prioritize relevance and effectiveness.
Keywords
county education, teachers’ professional development, logic framework, challenges
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[2] Zhu Xinzhuo. Criticism of the Concept of Teacher's Specialty Development [J]. Theory and Practice of Education, 2002, (08): 32-36.
[3] Zhou Xu, Wang Hui. How Could Teacher Training Bridge the Gap Between Theory and Practice [J]. Education Science, 2024, 40 (04): 67-72.
[4] Chen Xufeng. Exploring Measures to Optimize the Evaluation of Teacher Training Effectiveness. Journal of the Chinese Society of Education, 2024, (S2): 30-31+143.
[5] Wang Miao. Research on County Government Function in County Economy Development [D]. Shandong Agricultural University, 2006.
[6] Dong Guoli, Valentin Mighay, Shi Wei. Field Absence: The Spatial Separation and Separation Dilemma of Rural Compulsory Education Practice [J]. Journal of East China University of Science and Technology (Social Science Edition), 2022, 37(01): 81-94.
[7] Xue Zhengbin. On the Balanced and High Quality Development of Teachers in Urban and Rural Schools of Compulsory Education -- Analysis of the Teacher Flow Pattern of County Compulsory Education Based on Field Theory [J]. Teacher Education Research, 2024, 36(04): 20-26.
[8] Wang Yajing. Inherent Dilemma and Destruction of the Localization of Rural Teacher Training [J]. Contemporary Education Sciences, 2022, (11): 76-86.
[9] Tang Yuanbin, Shi Weiping. Professional Development of Vocational School Teachers in Educational Information 2.0 Era: Current Needs, Target Contents and Realization Path [J]. Chinese Vocational and Technical Education, 2020, (21): 46-53+61.
[10] Zhao Guangyi. The Alienation of Teacher Development and the Construction of Dual-Subject Communication in Educational Practice [J]. Journal of Soochow University (Educational Science Edition), 2019, 7(04): 73-79.
[11] Luo Shengquan, Li Yue. Policy Reconstruction of Teacher Development in Rural Areas in the Context of Urban-Rural Integration [J]. Modern Education Management, 2021, (02): 93-98.
[12] Ma Liyan, Wang Jiayi. A Discussion of Problems in Teacher Training in the Northwest with Suggestions -- from the Perspective of Constructing “Support and Service System for Local Teachers” [J]. Journal of Research on Education for Ethnic Minorities, 2009, 20(02): 86-89.
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