The Research On The Recognition Of Teachers' Identity In The Rural Primary School

The recognition of teachers' identity means:in a certain social environment and living state, teachers' degree of recognition and acceptance of their occupation, working environment and their group. It emphasizes the psychological and physical experience of theirselves. The situation of teachers'identity recognition directly reflects their living conditions. Their positive recognition is conducive to promoting the professional development of teachers, the sustainable development of schools, the healthy development of education. Teachers in rural primary school, as the special groups of entire teacher staff, their situation of teachers'identity recognition,concerning the stability of rural teachers and the co-ordinational development of urban and rural education. Study the subject of teachers'identity recognition in rural primary school will help to raise awareness of concern about the living conditions of teachers in rural primary school, provide theoretical foundation for formulating teacher policies, launching teacher training and promoting the professional development of teachers.In this study, using various research methods, such as literature method, narrative research method, and so on. Based on the theoretical interpretation for teachers'identity recognition, it describes the education stories of four typical teachers, to understand the development and present situation of teachers' identity recognition, to analyse the related factors. Finally, it thinks about the identity recognition of teachers in rural primary school furtherly.In this paper, study suggests are:currently, teachers are basically recognized their identity, but the income, working conditions, human management and development opportunities are not very satisfied; Their situation of identity recognition is developing,the degree of recognition is affected by their own thinking and understanding, work experience and the external environment;their identity recognition showes personal characteristics obviously. Therefore, we should furtherly enhance the sense of recognition of rural teachers' identity from such aspects as:their social status, occupational stress, professional development and the management of teachers in rural schools.