From Being Trapped In Reality To Transcending Ourselves

Since the 1990 s,the mobility of teachers has gradually become a common social phenomenon.Regarding the mobility of teachers,researchers have conducted many explorations.However,most studies only focus on the "irrationality" of teacher's mobility and how to correct the "irrationality",and ignore the practical complexity of teacher mobility.Teachers are individuals in a specific social environment.The factors that influence their choice of mobility are complex and diverse,and this is the result of the interaction between individual subjective factors and external objective factors of teachers.Therefore,teacher Y was selected as a case,and by using narrative research method,this study was used to show his ups and downs in the 29 years of teaching,and based on the field theory framework of French sociologist Pierre Bourdieu,to analyze and reveal the objective action mechanism(that is,the interaction structure between individual habits and field logic),trying to explain why Teacher Y is constantly choosing to flow.This research is composed of 7 parts.In addition to Chapter 1 "Introduction" and Chapter 7 "Conclusions and Discussions",Chapter 2 outlines the main situation of the research subject Y teacher and the reason for choosing Y teacher as the research case;The reasons for choosing the narrative research and the basic process of carrying out the research are summarized;and the flow trajectory of Teacher Y is basically sorted out.Chapters 3 to 5 reproduce the three stage's mobility of Teacher Y in a narrative way,detailing the important events that affect Teacher Y's choice of mobility and the changes in Teacher Y's mentality and beliefs during the mobility process.Chapter 6 is based on an overview of Bourdieu's field theory,and analyzes the different fields that Teacher Y used to get used to before starting employment and the different fields through which he flows after entering employment,as well as the corresponding changes in habits.The paper believes that Teacher Y's mobility is the result of the combination of his personal habits and various field logics.Specifically,first,at different stages of life,the influence of habit and field on teacher Y is changing;second,the inconsistency between teacher Y's personal habit and the field is caused by their choice flow The main mechanism,that is,teacher Y's subjective value orientation and attitude to life takes priority in his mobile decision-making;third,Teacher Y's habits are not only shaped by the logic of different fields,but also constantly occur with the logic of the field.The struggle has caused its habitual structure to gradually change.All in all,Teacher Y's rich and complex flow experience shows that individual teacher's mobility choices are the product of individual habits and interactions in many fields.Therefore,the mobility of teachers is not always an "issue" to be solved.The problem to be solved more often is precisely the unreasonable logic of the school field and its institutional structure.