Teacher In The Peasant-town

Teacher development has been a special and active research field of teachers' educational research in China. But previous studies focus more from a pedagogical perspective on the connotation and the composition of teacher development, as well as the stages or the impact factors of it, and how to promote the development of teachers. There are few studies taking the research orientation from a multi-disciplinary perspective involving anthropology, psychology, sociology, and cultural philosophy. Based on the concept that human development and cultural is a mutual constitution, which is the core viewpoint of Rogoff's theory on the cultural nature of human development, and a research framework which construct in the individual level, interpersonal level and culture community level, this paper analyses the teacher development of a rural kindergarten by a narrative method. The aim of the research is to offer a new cultural ecology research perspective for the studies of teacher development in a context of culture and social situation. From this perspective, we can get better understanding of the interrelationship of culture and individual development, get a profound introspection and recognize the cultural nature of the development of teachers as individual human. This paper is divided into six chapters :The first chapter explains the background of the research and defines the core concepts; and it also gives the research's perspective based on the review of the existing domestic and foreign researches of teacher development. It describes the theoretical significance and practical value of this research based on the theoretical analysis of teacher development by Rogoff's theory.The second chapter describes the method of the research, and mainly explaines what narrative study is and why this approach is chosen in this paper. It also describes the collecting processes of the material and the selection of the research point.The next three chapters will deal with the problem of the teacher development in a rural kindergarten on a combination level of individual, interpersonal and culture community, which is constructed by Rogoff's theory.The third chapter deeply describes some development stories of teachers in a specific cultural community. We reveal that culture, as a important factor in subsystems of society such as family, school, and community, influences teachers' nurturance of cultural characteristics, establishment of educational belief and change of knowledge capacity formation through the value, ideology and behavior orientation of teachers. And the impact is oriented, dynamic, direct and fundamental. Rural teachers who are surrounded by a conflict between traditional and modern culture, urban and rural culture get confusion of their cultural identity, and for this, they are facing some new challenge, inspiration and dilemma.The fourth chapter focuses on interpersonal interaction and communication on the classes, also in kindergartens, communities and other places. This reflects that teachers as participants are parts of cultural community, and they interact and coordinate with other components of cultural community to make an organic whole. On one hand, the belief system and cultural tradition of specific cultural community regulate the belief and behavior of teachers, affecting their educational ideal, emotion and behavior, as well as the awareness and motivity of their professional development and occupational psychology. On the other hand, as participate in activities of culture community, teachers are undergoing a change of role and responsibility through interaction and communication with other people who are closely related to their development, and their development and change also have a reaction on the change of cultural community.In the fifth chapter, kindergartens become to be the focus of our observation and analyse. By interpreting the material, system and spirit culture of cultural community, Author finds that the rural teachers are in a difficult situation because of the poverty material culture and the restraining bureaucratic administrate system culture. And we also indicate the important value of innovating the kindergartens' spirit culture to promote development of teachers.In the last chapter, based on these findings, Author discusses the prospect of rural teachers' development from three aspects, including cultural direction, cultural dilemma and cultural support. Some suggestions and strategies have been put forward to improving the development of rural teachers. Firstly, the author thinks that we must set up the correct developing concept of teachers from a human-oriented cultural direction and self-consciousness. Secondly, we should deal with the cultural dilemma of rural teachers by getting rid of the restrictive traditional culture. In addition, our government, educational administration, schools, educational administrator and teachers themselves all should provide some cultural support for rural teachers' development.