School "idlers"

Teachers’ identity is the kernel of teacher’s professional development and the guarantee of the development of teachers as a whole. In the school education field, the degree of teachers’identity will directly affect the teachers’ overall perception of their career and cast light upon the internal impetus and cohesive force of school development. Therefore, in teaching practice, it’s of vital importance to fully respect and exert the teachers’ subjectivity, to enhance their awareness of their role and value. At the same time, it’s helpful for teachers to undertake the responsibilities and obligations suitable for their role.Elementary school science teachers serve as an important part of teachers engaging on elementary education. Their knowledge and skills will directly affect the quality of our science education and the status of our science and technology in the future international competition. However, under the influence of our current education system, serious inequality exists in the school subject curriculum. In order to gain a strong competitive advantage in the superior appraisal, every school focuses on the teaching and development of core curriculum. As a result, the comprehensive subjects (such as science, ideology and morality) have been left out. The inferior status of primary school science subject will mess up the teachers’ role cognition and self-value judgment, further threaten their identity. Eventually, it would be disadvantageous to the high-quality implementation of primary school science education.This study comprehensively analyzes the research status (both in China and abroad) of teachers’ identity and gives an overview of the concept, structure, feature and influential effect of teachers identity. Through the methods of literature analysis, participatory observation and semi-structured interview, this study establishes the concept and structure of teachers’identity. What’s more, this paper analyzes the primary school science teachers’ subject status, educational resources configuration, working attitude and mood, career development. The relevant variables and improvement measures of teachers’ identity are also discussed.In this paper, Chapter One is the introduction part, including research purpose and significance, research status analysis, research ideas and methods. Chapter Two focuses on rules and position. This chapter analyzes the practical difficulties of primary school science teachers’ identity through the comparison among the core subject teachers, secondary subject teachers and comprehensive subject teachers. Chapter Three probes into the influential factors of science teachers’ identity crisis. Chapter Four puts forward the improvement measures of science teachers’ identity, at the different levels of society, school management and individual teacher. The improvement measures are as follows: (a)strengthen the policy support for primary school science education; (b)attach great importance to the training of professionals engaging in primary school science education; (c)put the curriculum reform’s purpose into practice and actively promote the reform of school management system; (d)actively create a vigorous and harmonious community of teachers’ professional development; (e)strengthen the introspection on the education of primary school science teachers.