A Study On Role Adaptation Of Beginning Teachers In Rural Primary Schools

In the context of the balanced development of compulsory education and the strategy of rural revitalization,the state has introduced talents to rural areas through various measures.In particular,many college graduates gradually enter the rural education system,speeding up the pace of rural teachers and rural social construction.However,as a new force among the rural teachers,new teachers in rural elementary schools combine the characteristics of rural teachers and new teachers.They are prone to face adjustment difficulties in their work,showing negative emotions and behaviors such as avoidance and burnout,and even leaving the teacher post.In fact,from the perspective of role theory,new teachers in rural elementary schools have undergone a role change from student to teacher.After entering the job,they have acquired the new role of rural teacher,carrying new social expectations.The new role has a new behavior pattern,and the maladjustment of rural primary school teachers in the early entry period can be explained as the deviation in the practice of rural teachers' role behavior.Teachers are a complex set of roles.According to the rural social structure and the professional characteristics of teachers,the new teachers in rural primary schools are practitioners of teaching and educating,promoting the improvement of rural education quality,and are also the promoters of rural development,assuming the responsibility of rural cultural inheritance,development and innovation in the education process.They should have solid professional and local knowledge,a conscious sense of reflection and research,and good interaction and communication skills.New teachers in rural primary schools in the role adaptation period need to constantly adjust their behavior patterns to adapt to these role expectations.However,new teachers in rural primary schools have many difficulties in adapting their roles.In teaching practice,the new teachers in rural primary schools rely excessively on technical resources and only care about the transfer of knowledge;lack of cultural integration ability cannot arouse the resonance of rural students.There is a lack of basic reflective practice consciousness and ability in self-reflection,and reflective practice is divorced from the rural education ecology.In terms of interaction and communication,the interaction with rural communities is in a marginal state,the communication with students' parents is not smooth,the communication with students is authoritative,and the collaboration with peers is in a state of aphasia.There are several reasons for these problems.Firstly,the professional development of primary school teachers in rural areas has no rural characteristics,which makes it difficult for them to adapt to the rural education ecology.The second point is that both in rural communities and rural schools,the emotional support they receive is not enough.The third point is that the responsibility for education is too great.In the absence of family education and community education,rural teachers assume the main responsibility for the socialization of rural children.In addition,new teachers are often given high functional expectations by managers,leading to their roles and tasks.In addition to the influence of external factors,the role adaptation of the new teachers in rural elementary schools is also affected by their own role consciousness and ambiguity in role beliefs.To promote the role adaptation of the new teachers in rural primary schools,we first need external support,develop a rural-oriented training model,and promote the new teachers in rural primary schools to carry out education and teaching activities based on the actual situation of rural education.Build an interactive platform for the role of home,school and society,build a community of responsibility,and reduce the pressure on teachers.Create a harmonious and symbiotic organizational culture to promote new teachers to adapt to their roles more quickly.Secondly,it is necessary to strengthen the independent development of rural primary school teachers,rural primary school teachers should correctly understand the connotation of the role of rural teachers,constantly improve the role of cognition,relying on the local practice of the role of teachers;From the external expectation to the subjective consciousness,firm role belief,and actively adapt to the role of teachers.