How to assess and stimulate teachers from China’s poor districts in their online professional development?

Abstract

Teachers’ online professional development is increasingly common. The practice of teacher online professional development has even spread to China’s poor districts. However, the assessment and motivation strategies for teachers from those relatively poor districts had obtained little attention. In this paper, a combined method that using interview, a survey questionnaire, and an analysis of the online learning platform was used to make a clear understanding of these questions. The factors of teachers’ backgrounds, as education background, age and professional title, were fully considered. There were 117 participates involved in this study. The research outcomes would help education authorities of China’s poor districts take effective measures to promote the local teachers’ online profession development.