Professional Learning of Rural Teachers in Australia and its Enlightenment to China: An Investigation Based on the Goal Orientation, Main Contents and Implementation Path

Rural teachers' professional learning is of great significance inimproving the overall quality of their team and promoting their professional growth. There is a shortage of teachers in rural schools in Australia, and the quality is relatively low. Their professional learning faces difficulties such as limited learning conditions, lack of targeted learning content, and low coverage of learning objects. Based on this, the Australian government attaches great importance to the professional learning activities forrural teachers as an important way to improve the quality of the workface. Thisprofessional learning aims at self-orientation, situational integration and continuous driving, focusing on local knowledge, cross-cultural educational ability, and resilience project learning content. It uses information technology to create online learning platforms to provide professional resources. It builds an online learning community to develop a cooperative learning culture. It carries out orientation to improve the adaptability of new rural teachers. It makes a development plan to ensure the continuous learning of in-service rural teachers. It pays attention to the growth of teachers of weak subject, substitute teachers' professional learning, rural principals' leadership improvement, and it launches policy and measures to break through the predicament. The Australian government's experience in ensuring rural teachers' professional learning inspires us that we should bridge the rural social space to promote the construction of field-based teachers' learning in the process of training, integrate modern information technology to promote rural teachers' learning ability, and cover all subjects and phasesto ensure the formation of a long-term learning mechanism for rural teachers.