A Case Study On The Identity Of General-subject Teachers In Rural Primary Schools

Cult ivat ing general-subject teachers is an important measure for education reform and improving the quality of rural education.In recent years,the Investigation of general-subject teachers has revealed that the problem of insufficient endogenous motivation of general-subject teachers,especially the misunderstanding of their own identity and subjective resistance of professional identity.Therefore,this research adopts a qualitat ive resear ch paradigm.Through field observations and in-depth interviews by selecting a number of primary school general-subject teachers,it reveals general-subject teachers' identification with their professional ident ity,and in-depth analysis of the factors that affect general-subject teachers' identity.The author is trying to put forward effective strategies to help general-subject teachers build a posit ive identity.There are four parts in this research: The first part is a sketch of the living environment o f general-subject teachers in rural primary schools and the basic situation of teachers.The first is to give a br ief introduction to the natural and humanist ic features of S town and P primary school selected by this research,showing the living and working environment of general-subject teachers.The second is to introduce the basic situation,study and work experience of the three general-subject teachers in this study.The second part is an investigation of the reality of identity of general-subject teachers in rural primary schools.The first is the pre-employment stage,which shows the cognition,emotional experience,and behavioral performance of the research objects as prospective general-subject teachers on their identity.The second is the post-employment stage,where the research objects are the identity constructed by the rural primary school general-subject teachers in the interaction with themselves,the group and the society.On this basis,the reality dilemma and its manifestations of general-subject teachers in the process of constructing identity are extracted.One is the lack of sense of self-direction and identity recognition deviat ion of general-subject teachers,and the second is that the sense of belonging and value of general-subject teachers is eliminated.Third,the social status of general-subject teachers is marginalized.The third part is the analysis of the influencing factors of the identity dilemma of general-subject teachers in rural primary schools.Based on the existing identity theory,combined with the results of interviews with general-subject teachers,this study analyzes the causes of the dilemma of general-subject teachers' identity from both internal and external aspects.From the perspective of general-subject teachers themselves,the main reasons are the lack of self-explorat ion,the lack of understanding of the intrinsic value of self-identity,and the lack of personal professional investment.From the perspective of external factors,including the contradiction betw een the current subject teaching system and general-subject education,insufficient organizational support,low peer recognition at the primary school,cultural barriers in the rural environment,and teachers' survival and development conditions need to be improved.The fourth part is trying to put forward the construction path of the positive ident ity of general-subject teachers in rural primary schools.One is to awaken the self-awareness of general-subject teachers from the inside,stimulate their endogenous motivation,and build a positive self-ident ity and emot ional attitude.Starting from the general-subject teachers themselves,actively reflect and improve professionalism.The second is to integrate the society,colleges and universit ies,rural elementary schools and other parties from the outside to help general-subject teachers build a positive identity,and establish an explicit system to protect general-subject teachers' social status,economic benefits and professional development opportunities;higher normal colleges should strengthen professional recognition education,Rural cultural ident ity education,to consolidate the professional quality of general-subject teachers;rural primary schools should create a positive teacher organizat ion culture,deepen the emotional connection of teachers,and establish a professional community.