Author(s)

Zheng Lulu ¹, Lao Siyuan ¹, Liao Caizhi ¹, Gu Xiao ¹

Affiliation(s)

¹ Chengdu University, Chengdu, 610106, China

Corresponding Author

Zheng Lulu

ABSTRACT

Rural educators confront numerous challenges, including scarcity of educational resources, constrained developing prospects, and arduous working conditions that profoundly hinder the advancement of educational standards. An examination into the nexus between teaching autonomy and sense of professional gain has revealed that empowering rural teachers with greater autonomy in their teaching practices not only fosters creativity and adaptability in their pedagogical approaches but also markedly fortifies their occupational development initiative and sense of professional gain. In the practice of localized education, teachers have the capacity to integrate local cultural and community resources into their curricula, fostering a more holistic and culturally relevant educational experience. This integration not only amplifies their teaching effectiveness but also bolsters their feelings of achievement. Ultimately, this article proposes a strategic framework aimed at enhancing teachers' sense of professional gain and catalyzing the sustainable progression of rural education by augmenting their teaching autonomy within the context of localized educational practices.

KEYWORDS

Sense of professional gain; teaching autonomy; localized education; rural teachers

CITE THIS PAPER

Zheng Lulu, Lao Siyuan, Liao Caizhi, Gu Xiao, Rural Teachers' Teaching Autonomy and Sense of Professional Gain in the Context of Localized Education. Advances in Vocational and Technical Education (2024) Vol. 6: 191-197. DOI: http://dx.doi.org/10.23977/avte.2024.060527.

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