The Problems, Causes and Countermeasures of Secondary School Teachers’ Professional Development at Agriculture & Pastoral Areas of Tibet: Taking A County in Changdu Area as an Example

Ying SHI, Mingjiang TU

Abstract


Due to its special natural and geographical environment in Tibet area, resulting in secondary school teachers’ professional development is faced with different characteristics from teachers at inland provinces, the specifically points are the whole teachers specialization degree is low, quality of in-service teacher training is not high, the workload of teachers larger and the loss of teachers are seriously. The reason is influenced by the natural environment, the economic and social development, the teacher management features and the source of the teacher. From the five aspects to solve the problem: improve the salaries of teachers, improve the teachers’ training mode, increase local training teacher training, transform the teacher’s management style to create a community of teachers professional development and cultivate the teacher’s professional autonomous development ability.


Keywords


Agricultural & pastoral areas; Teachers’ professional development; The special nature

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References


Anonymous. (2013). The Statistics Bureau of Tibet Autonomous region series (81, 280, 286, 287). Statistical Yearbook of Tibet. Beijing: China Statistical Press.

Rawls, J. (1988). A theory of justice (p.14). Beijing: China Social Science Press.

Tu, M, J., & He, N, K. (2015). The particularity analysis of teachers flow in primary and secondary schools in Tibet pastoral areas—Taking A & B counties in Changdu area as examples. Educational Theory and Practice,

(5).

Wu. Y. (2011). Self sovereignty research on teacher professional development: Self-development and self-reflection. Journal of Tianjin Academy of Educational Science, (1).




DOI: http://dx.doi.org/10.3968/n

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