A Qualitative Study On The Professional Identity Of Rural Teachers In The Context Of Urban-Rural Integration

For a long time,people often emphasize its social identity to the teacher's profession,and think that it is an external and limited teacher image which is expected or matched with the social characteristics,but it has weakened the teacher's self-identity.That is,the teacher's identity is first the teacher of the "a man",and the second is the person who is the "a teacher".In particular,the rural teachers have a direct influence on the development of rural education,which is influenced by the development of urban and rural integration.Therefore,the study of the self-professional identity of the rural teachers can effectively stimulate the internal power,build a group of music teaching and teaching,and take root in the teaching staff of the country.This paper adopts qualitative research method,supplemented by interview method,case law,continuous comparison method and literature method,with the integration of urban and rural areas as the research background,the theory of teachers' professional development stage as the basis,from the professional motivation,professional emotional attitude,From the perspective of occupational expectation and professional values,this paper makes a comparative study on the occupational identity of two different types of rural teachers.First of all,this paper introduces the educational ecology of Xingcheng J Township,including the general situation of the development of Xingcheng J Township in the process of urban-rural integration and the nine-year coherence system of the township.The general situation of the resources of the school,and according to the household registration will be divided into two categories: household registration in the county,working in the village teachers and household registration in the village,also work in the village teachers;Secondly,through the in-depth analysis of the interview data,this paper analyzes the different professional motives and causes of the two groups of rural teachers from the perspective of "settling down" and"setting up life".Thirdly,this paper analyzes the source of the teachers' work pressure in the county and the job burnout of the native teachers in the village from the two different professional emotional attitudes of teachers as "marginal people" and "inner circle people",and analyzes the source of the work pressure of the teachers in the county and the job burnoutof the local teachers in the village.Then,through the teacher's own cognition and self-orientation to the professional value,that is,"the professional-grade educator"."and"reflective practitioners "further demonstrated the two types of rural teachers in the professional values of the difference;Finally,through in-depth interviews to explore the real situation of the two groups,based on the needs of teachers in the professional growth as a guide,from the perspective of professional expectations to reflect the current rural teachers' realistic experiences and emotional demands.Therefore,from the perspective of rural teachers' own cognition,"integration of urban and rural teachers" is an educational proposition that needs to be further studied and reconsidered.By studying the professional identity of the rural teachers group,this paper provides a solution for how to effectively guide the teachers to go deep,take root,lead and serve the rural education,so that the rural teachers can truly present a new situation of "going down,staying and doing a good job." It can also provide a realistic basis for the balanced development of rural basic education.