Secondary Vocational School Teachers' Identity

Identity is an important research topic nowadays, it concerns with the confession of people’s living state and the interactions between individuals and the society. The identity for teachers group and their own individuals plays an important role in the education practice and professional development. As one of education types, vocational education, especially secondary vocational education always has at a disadvantage and is less concerned, compared with the others in the society environment, education practice and research field. What is living state of the teachers in such an educational practice? What kind of feelings and perceptions on their self-identity are? and its identity status? How to influence their teaching practice?This research adopts the "identity "as the starting point, obtain the field data on site firstly. It exhibits secondary vocational school teachers’living state and realization process of their identity. Then using the sociology, psychology and education as the main subject perspective and analysis means, we explain the identity mechanism and its formation source of secondary vocational school teachers, explore historical, social and cultural roots of the living situation of secondary vocational school teachers, and research the self construction in such a living situation. On the basis of the description and explanation on the secondary vocational school teacher’s identity from an objective view point, some prospects and suggestions are given on the secondary vocational education and the teachers’living status from educational philosophy in this research. This research is divided into five parts:The introduction part introduces the origin, goals and the significance of this research. The related research overview is also summarized in this part.The first chapter mainly introduces the theoretical basis of this study and the method choice. Firstly, the core of the research concept is defined and discussed; four important modern identity theories (research topics) are introduced. Secondly, the reason why we choose the narrative method of the qualitative study as the main research method is explained. Meanwhile, the research fulfilment is introduced in this part.The second chapter starts from story about teachers’experiences in an electron technical secondary vocation school in H city. Historical development and social background of the secondary vocation school are presented from three stages, and from which the identity and cultural roots of secondary vocation school teacher identity crisis are traced.The third chapter is through connecting the stories of several teachers experienced in electron technical secondary vocation school in H city, to analyze the attributive searching process in their group from the gain, practices and internalization of their self-identity. According to the thought of the modern education system and the vocation education essence, the rights and obligations of secondary vocational school teachers are reconstructed.In the fourth chapter, using a case of the teacher Y in electron technical secondary vocation school in H city, the work experience is presented. Through the self reflection and understanding on her work experience, retrospect and analysis of personal life, how to realize personal identity of the teachers in narrative process is also exhibited.