An empirical study on the influence of urban-rural consortium on teacher development in poor districts

Purpose and Significance: Empirically explore the impact of the urban-rural collaboration model on the development of teachers in disadvantaged regions, and that provides new ideas for the development of teachers in schools in weak regions, so as to raise the level of teachers in weak regions, narrow the gap between urban and rural areas, achieve balanced development of education, and promote education equity. In addition, the application of quasi-experimental research methods provides ideas for follow-up research on urban-rural cooperation implementation strategies. Methods: The pre-and post-period scale experimental design was adopted for the unequal experimental group and the pilot schools A and B for the digital campus construction and innovative application projects were studied. By constructing the teacher development self-evaluation table, the teachers' development in 2015 and 2017 was collected. The pre- and post-test data compare the differences between the experimental group A school (for urban-rural collaboration) and the control group B school (without urban-rural collaboration) before and after the two years. Conclusion: The development of information technology and teaching integration among teachers in both groups A and B has been improved during the 2015-2017 period. However, the difference between the A and B groups of schools is not significant between the two groups. It shows that the pattern of urban-rural collaboration between A and B schools does not play a positive role in the development of teachers in weak areas.