A Narrative Inquiry On Teachers With Dual Post

With the economic and social development and the realization of Nine-year Compulsory Education,people are demanding more equally-shared and qualified education, and their focus has been shifted from“accessible to school” to “accessible to qualified education”. Therefore, qualified and balanced educationtop the concern. A series of problems have been aroused in terms of School Chosen Fever and RuralTeachers Drain by unbalanced rural&urban education because of China’s long-maintainedvalue-orientation of “city first” for education, which is giving priority to the development of city in aspectsof investment scale, policy making and resource allocation. Outline for Medium and Long Term EducationReform and Development (2010-2020) pointed out that we should enhance the education quality, establishurban-rural combined compulsory education system, make its experimental plot in the country or area andput it forward wide spreadly. Erqi area of Zhenzhou initially made the experiment by adopting theemployment system of “one teacher, dual post” in2009, which offers a solution to eradicating the dualstructure in urban and rural areas.A teacher with dual post is invited as the main cooperation partner in this study with the method ofnarrative inquiry. The researcher enters the teacher’s life with herself for study tool, and makes effort onthe event of “one teacher, dual post” by a long-term meticulous observation and interviews with many otherteachers and several principals and educational administrator, whose inner worlds have been deeply felt andexplored.To show the working experiences and feelings of those teachers, the researcher depicts deeply from6aspects involving role conversion, daily routine, rural-urban communication, team work, assessment systemand special situation on the basis of a good collection of materials. And then, the paper makes a deepresearch on the system of “one teacher, dual post” by analyzing the teachers’ professional development,binding mechanism and balanced exploration to reveal its influence on the teachers and retrospect on itsfunction on balancing rural-urban education.In the end, the author states her own viewpoints. The base of rural-urban education’s balanceddevelopment lies in allround mechanism safeguard, and the core is culture construction. Specifically speaking, a long-term mechanism shall be set up to ensure the work effectively carried out by establishingthe special fund for teachers, access-exit system, negotiation system, vulnerable groups compensationsystem, assessment system, teachers allocation system and security protection system. And the authoranalyzes the culture differences and conflicts between rural and urban area from the cultural perspective toachieve a goal of their coexisting with each other harmoniously but distinctively based on equalcommunication.