A Comparative Study Of Urban And Rural Middle Beginning Teachers' Professional Identity

The recognition of teachers' career is a procedure to sense,understand and accept hypotheses such as "Who am I" and "What kind of teacher should I be" and "How can I become a teacher like this" by the teaching group themselves.For new teachers,a new transition entry stage is full of difficulties and challenges,which is also the key period of growth and development.Therefore,the performance of new beginners in this period will exert a direct influence on whether they can remain or not as well as their working attitude.In China,the dual structure of education in urban and rural areas,also affects the new teachers'views toward teachers occupation.By combing the connotation and development of teachers' career recognition at home and abroad,the research had done a survey targeted at the new teachers in the selected ten middle schools in Huanggang City(4 middle schools in city,6 middle school in rural).Applying the methods of questionnaires and interviews to investigate,analyze and compare their professional identity.With specific survey data and interview results,it aims to analyze the factors impacting on the differences of urban and rural middle school teachers'professional identity,putting forward some concrete suggestions to improve urban and rural junior middle school teachers' professional identity.This thesis is divided into five parts.The first part mainly expounds the research on the origin of the problem,research significance,research status at home and abroad,research methods.The second part definition the relevant concepts about professional identity,describes the theoretical basis for professional identity.The third part draws a conclusion that there are significant differences between new teachers in urban and rural areas from the data extracted from Huanggang urban and rural middle school teachers' professional identity status by inquiring,analyzing and comparing the teachers' recognition,and analyzes the characteristics of gender,degree,different teaching subjects and other demographic variables embedded in urban and rural teachers in terms of occupation identity,which also exist differences;combing the actual interviews with concrete data.The fourth part explores the specific reasons leading to the differences between urban and rural middle school teachers' professional identity of Huanggang city;Setting foot in the aspects of politics,society,school and new teachers.The fifth part based on the actual situation of Huanggang urban and rural middle school occupation identity puts forward concrete suggestions to improve urban and rural junior middle school teachers' professional identity for the purpose to shorten the small town of beginning teachers' occupation identity gap for the purpose.