A Study on the Differences in Professional Development Among Urban and Rural Primary School Teachers and Strategies for Promoting Balanced Development

Abstract

This paper focuses on the differences in professional development among urban and rural primary school teachers. It analyzes the manifestations of these differences from aspects such as teacher structure, professional competence, and development resources, and delves into the underlying causes, including economic factors, policy orientations, and social perceptions. Based on this analysis, the paper proposes strategies to promote balanced professional development among urban and rural primary school teachers, such as optimizing teacher allocation, strengthening training and exchange programs, and improving policy safeguards. The aim is to narrow the educational gap between urban and rural areas and advance educational equity.