A Comparative Study Of Junior Middle School Teachers' Professional Identity Between Urban And Rural Areas

Recently,with the deepening of reforms in education,curriculum and teaching method,and with the further development of teacher professionalization movement,people pay more and more attention to the study of teacher and teacher education,and one of the hotspots in it is teachers' professional identity.This study has chosen junior middle school teachers in Guangzhou,Shaoguan,Qingyuan,Zhaoqing and Heyuan areas of Guangdong Province as the investigation objects.On the basis of clarifying the concept of teachers' professional identity and grasping the actual situation at home and abroad,this study compares the general picture of teachers' professional identity and its different dimensions between rural and urban areas.Then,it analyzes the positive and negative influence factors in the development of teachers' professional identity.Finally,it proposes the solution strategies from social,school and teacher individual aspects.The main body of this paper is made up of five parts.The first part is the introduction,including the research background,the purpose and significance of this study,and the definition of key concepts.The second part is the literature review.This part briefly reviews the overviews of teachers' professional identity,summarizes the research results of connotation,structures,crisis and strategies,and then makes a comment for it.The third chapter is the investigation part.This chapter uses a self-made questionnaire to compare the development of teachers' professional identity of junior middle school teacher between urban and rural areas,and finds out their difference.The fourth chapter is the analysis part.This part deeply analyzes the various factors which influence the development of urban-rural teachers' professional identity,including the positive and the negative part.The last part is strategies.According to the main problems,puts forward some strategies in the perspective of society,school and teacher individual.