This chapter examines the policies surrounding rural education teachers in China. With the construction of a new socialist countryside and the advancement of rural education modernization, the landscape of rural education has undergone significant changes. However, rural teachers are not merely beneficiaries of these developments; instead, they often find themselves as passive recipients in the wave of modernization. The push to promote education by prioritizing national tradition, modernization, science, and civilization has often come at the expense of the subjectivity of rural participants, marginalizing their voices and experiences. As rural teachers are compelled to adapt to the changing modern context, the urban-centered professional development standards create significant challenges, leaving many rural educators in a difficult position regarding their professional growth. In the post-modernization era, it is of considerable theoretical and practical importance to critically reflect on the connotation, characteristics, and orientation of rural teachers’ professional development.