We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
社会支持视角下的乡村教师专业自主发展---基于云南省 H 中学的田野研究.
- Authors
桑国元; 叶碧欣; 黄嘉莉
- Abstract
Since The Rural Teacher Support Program (2015-2020)was implemented, scholars have attached more attention to the living condition and professional development of rural teachers. Using the anthropological field research method, the study explores the performance and dilemma of rural teachers ’ professional autonomic development (RTPAD)from the perspective of social support. The study finds that rural teachers have a high sense of professional autonomic development, hut the professional resources are out of their control, and the professional autonomy capacity is limited hy the level of teachers’knowledge. The social support of RTPAD presents the limitations of the teacher training system and the assessment system, the marginal situation of inter-school cooperation, and the dilemma of social role of rural teachers. Based on the ahove findings, this study proposes to explore the endogenous professional development path to improve the initiative of rural teachers and focus more on system design of RTPAD support, so as to improve the quality of rural education.
- Publication
Teacher Development Research, 2019, Vol 3, Issue 2, p87
- ISSN
2096-319X
- Publication type
Article
- DOI
10.19618/j.cnki.issn2096-319x.2019.02.012