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The Driving Force and Approaches of Professional Development for Teachers in Small-scale Schools in Northwestern Destitute Areas

Xuan Wang


Education is an important platform and driving force for the construction of modern society. However, in the development of China 's education system, problems such as the uneven distribution of educational resources and uneven regional development status still exist. Especially for remote areas and poverty-stricken areas, education development lacks necessary supports and resources. But even worse, the lack of a qualified education foundation has led to more ineffective development of all aspects in these areas. Thus a vicious circle forms. In the report of the Nineteenth National Congress of the Communist Party of China, education is required to carry out precise reform and development. The state has issued and implemented corresponding policies and measures, aiming to further perfect a balanced development of educational resources in all regions of the country. In this regard, the exploration of the teaching development of smal-l scale schools in the northwestern destitute areas is aimed at providing suggestions and thoughts for the comprehensive development of education in the country. Starting from the perspective of professional development of teachers in smal-l scale schools in northwestern regions, the following article discusses the main obstacles for these areas and proposes direction and approaches for future development.


Northwestern Destitute Area; Small-scale School; Teacher Profession; Innovation

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[1] Haiyan Zhu. Research on the professional development dilemma of teachers in rural smal-l scale schools dissertation. Hunan Normal University; 2018.

[2] Guangxiong Wang. Research on supports of rural teacher professional development. Southwest University; 2018.

[3] Yanxu Li. The status and thinking of the professional development of teachers in rural smal-l scale schools——— Taking the elementary schools in Xiying area as an example. Modern Education 2018; 05: 38-40.

DOI: http://dx.doi.org/10.18686/ahe.v4i3.2051