A Case Study On The Identity Of Beginning Teachers In Rural Primary Schools

In recent years,the state has provided guarantees and conditions for the development of rural education in all aspects.The hardware facilities and teachers' wages of rural schools have reached unprecedented heights,but we have to admit that attracting and retaining outstanding teachers is still a challenge in rural education.The identity of rural teachers seems to have lost its attractiveness and charm,and the rural teacher identity crisis is heavy.Therefore,solving the crisis of rural teachers' identity and helping rural teachers to achieve their positive identity is an urgent problem to be solved in rural education research.Whether teachers in the rural primary school can successfully realize their identity in the process of facing new roles,new people,new culture and new environment determines their retention and future professional development,so they conduct research on their identity.It is of great practical significance to pay attention to their inner voice and make them truly grow into the mainstay of rural education development.Teacher identity is the process in which the teacher self understands and confirms the connotation of the teacher given by the external society,and puts his understanding into practice in the interaction between the external environment and others,and actively constructs the self to confirm and obtain the teacher's identity.Specifically,it is reflected in teachers' classroom teaching and daily life.Therefore,this study adopts the paradigm of case study and selects three beginning teachers from P primary school who all have a term of three years,and collects relevant information through in-depth interviews,participatory observation,and physical collection.The identity-related information forms a dynamic description of the teacher identity construction before and after the three teachers get into the job.Through the interpretation and analysis of the status quo,the dilemma of the identity of the teachers in the rural primary schools is summarized.Specifically,in the aspect of self-identity,teachers lack professional cognition,sense of self-meaning and sense of value.In the other aspects,the exchanging with parents gets into an awkward situation,and the leadership management lacks humanistic care and the interpersonal relationship between colleagues is tense.Besides,in the environmental aspects,the living environment is poor and the organization environment is also lax.Then it analyses the factors influencing teachers' identity from both subjective and objective aspects,including internal teachers' teaching motivation,existing cognition,professional competence,external teacher training system,school leadership management method,teacher culture,parents' communication attitude and so on.In view of the predicament and influencing factors of the identity of the new teachers in rural primary schools,this study tries to put forward the countermeasures and suggestions to promote the construction of identity of the beginning teachers in rural primary schools from the aspects of teacher self,others and environment,in order to promote the realization of the identity of the beginning teachers in rural primary schools and better practice the educational practice.Firstly,teachers integrate themselves to achieve self-identity.Secondly,external cooperation support improves teacher identity of others.Finally,political and school work together to improve environmental identity.