Research On Rural Teachers’ Professional Identity From The Perspective Of Cultural Sociology

Teachers’ professional identity is related to the individual’s cognition,understanding and emotional attitude towards the profession,which directly affects teachers’ teaching behaviors and loyalty to education.With the continuous strengthening of government support for rural teachers,the predicament of the construction of rural teachers has been alleviated to some extent,but it is still unable to fundamentally get rid of the internal and external difficulties of the rural teacher group,and wants to reverse the current situation,should stimulate the inherent vitality of rural teachers,and this inherent vitality is rooted in the professional identity of rural teachers.Therefore,in the context of the constantly changing social situation,obvious cultural heterogeneity and diverse rural teacher roles,what is the status of rural teachers’ professional identity? What are the influencing factors? And because the individual’s psychology,personality,and behavioral habits are closely related to social culture,it is clear from the cultural perspective to explore the thinking of rural teachers’ professional identity.Cultural sociology,as a discipline with outstanding "cultural" characteristics,has formed a rich academic concept and theoretical system,which can provide sociological explanations of cultural phenomena and cultural explanations of social issues,providing research for this study.The idea is to study the rural teachers’ professional identity as a cultural phenomenon,try to show the true situation of the rural teachers’ professional identity,and use the conceptual tools of cultural sociology to explain the problem of the rural teachers’ professional identity.Based on the empirical tendency of teachers ’professional identity research and the specific contextual interpretation paradigm of cultural sociology,a questionnaire survey,interview survey,and narrative research were used to explore the professional identity of rural teachers,trying to understand the rural teachers’ professional identity in daily life.In the process of construction,we find the problems and propose strategies to improve the professional identity of rural teachers from the perspective of cultural sociology.This study is divided into the following five chapters:The first chapter is an introduction focusing on five aspects: research origin,research purpose and significance,literature review,core concepts and theoretical foundations,and research methods.The reason,purpose and significance of the topic selection of this research are expounded.The two core concepts of "rural teachers" and "teacher professional identity" are defined,and the researches on "cultural sociology" and "teacher professional identity" at home and abroad are summarized,to understand the status quo and problems of research and find out references,select cultural sociology-related theories as the theoretical basis to seek explanations for the problems of rural teachers’ professional identity,and determine the research methods based on the characteristics of teachers’ professional identity research and cultural sociology research.The second chapter is a survey of the status of rural teachers’ professional identity.A survey was conducted with rural teachers in L town as the research object,and the following results were obtained:(1)The overall level of rural occupational identity measured by the scale was relatively high.(2)There are certain differences in the level of occupational identity of rural teachers in four dimensions.The role value dimension shows intergenerational differences and more negative evaluations.The dimension of professional values,high degree of certainty and other people’s doubts coexist.The dimension of professional sense of belonging repels the identity of rural teachers,and worries about the professional image of rural teachers.The dimensions of professional behavior tend to be relatively positive,but the attitude is negative and lacks initiative.(3)The professional identity of rural teachers is positively related to the professional environment(country,policy,social status,student,colleagues),and negatively related to the turnover tendency of rural teachers.Based on the above survey results,it is considered that the professional identity of rural teachers is a multi-factor impact and cumulative result.The opportunities and challenges brought about by different spatial and temporal configurations,the influence and shaping of personal relationship networks,and the subjective choices and changes of individuals make rural teachers’ professional careers identity becomes a coexistence process of positive covariance and reverse gradual change.The third chapter is based on the inductive summary of the second chapter,and believes that the rural teachers’ professional identity has the following three problems:(1)Rural teachers’ role recognition is low,and negative emotions are prominent.(2)The characteristics of utilitarianism and externalization of teaching motivation are obvious,The initial state of teaching in the countryside is not good.(3)The deviation between high professional recognition level and low tendency to stay in employment,lack of motivation to teach in the village for a long time,and show strong urbanism.The fourth chapter is based on the mutual structure of culture,psychology and behavior,and provides cultural explanations for the problems of rural teachers’ professional identity from the perspective of cultural sociology:(1)With the change of collective consciousness,the logic of survival supremacy occupies an advantageous position,and the secular tendency of popular culture,so that the social status of rural teachers is in a long-term sluggish state,which makes rural teachers feel self-conscious when they assume the role of teacher.(2)The so-called "negative attitude behind positive behaviors" or "strong tendency to teach in cities" by rural teachers are the products of the field in which rural teachers are located.The mismatch between modern education field and rural field leads to the passive coping habit of rural teachers,and the contrast between urban and rural teacher field leads to the active city-oriented habit of rural teachers.The fifth chapter discusses discusses strategies for improving the level of rural teachers’ professional identity.The public should reach a consensus and form emotional support on the professional mission and role of rural teachers,and the state,country and schools should also form a joint force,actively coordinate field resources to create a good environment for rural teachers’ professional development.