Proletarianization:Another Perspective Of Primary School Young Teachers’ State Of Existence In Schools

Education is a life-oriented and people-oriented career.Teachers’ life state in education activities should also be stressed.As the main force in primary education,young teachers have a direct impact on the quality of primary education.As the attention of disadvantaged teachers has increased,the study of teachers’ living conditions has become increasingly rich.However,most studies follow a quantitative approach,so that the study of survival problems inevitably embarks on a technical road,and teachers feel as "individuals" has been ignored.This article adopts ethnographic research method to conduct long-term observations and interviews of young teachers in K schools.During the observation,it was found that,with the support of rural development and the state’s support for rural education,the main factor affecting the survival status of young teachers in the new period is no longer the issue of salary.Teachers are trapped in the miscellaneous and trivial affairs,the expansion of responsibility and the shrinking of power,which results in limited professional development.This is mainly due to the fact that it reflects the phenomenon of proletarianization.Proletarianization refers to the fact that professionals are under various control and compression,lose autonomy,and they are forced to take on more and more work,which in turn causes their professional activities to become trivial and subtle,thus making professional activities no longer one a valuable creative activity is transformed into a technical activity that can be accomplished simply by repeating operations.On the basis of field observations,I will describe the young teacher’s school life in three parts: physical space,time,and work content in this space and time,and summarize young teachers’ strategies to deal with the current state of existence.Young teachers feel a sense of supervision and control within the various spaces of the school.The range of activities is limited,and the youth’s own culture is compressed;young teachers experience a sense of time tension in the school for a long time and often face time conflicts.The main characteristics of young teachers’ time in school are a fragmentation due to the interruption of the tedious affairs;the content of the young teachers’ work is not only superficial but also made by their heavy trifles.It also suppressed the professional development of teachers.School administrators,subject experts,and industry professionals stipulated the development direction and teaching process for young teachers in primary schools.They imperceptibly influenced teachers’ management of students.Teachers were forced to assume responsibility for home education and school development,but at the same time as the expansion of responsibilities,professional autonomy has been gradually reduced.Faced with the survival problems brought about by the occupational pro-environment,young teachers in primary schools adopt coping strategies that include the “concentration” chosen by some young teachers and the “inner roll” chosen by most young teachers.The methods of "transforming," "relying people,first liwei","escape",these responses Accelerated the process of the general type of young primary school teachers,but also exacerbated the crisis of survival of this group,but also undermined the quality of primary education.The article summarizes the living conditions of young teachers in the K school,and puts forward the mechanism of the teacher’s generalization: supervision and control,fragmentation of the work content,details of the work,and low participation in the work of knowledge.And explored the role of teachers in generalization: the generalization of skills,the generalization of consciousness;active generalization,passive pro-reification.