Institutional Distinction And Finite Embedding:A Study On The Career Development Dilemma Of Rural Special Post Teachers In Mountainous Areas

In 2006,in order to alleviate the plight of teachers in rural areas,"Special Post Plan" came into being.This plan innovated the supplementary mechanism for teachers in rural compulsory education,and also derived a new group of teachersspecial post teachers.The release of the "Special Post Plan" has certain "temporary"characteristics.Therefore,while the plan has alleviated the structural shortage of teachers in rural areas,the "temporary","buffer" and "special" characteristics of the policy have also brought challenges to the career development of special post teachers.Based on this,this study mainly focuses on the career development dilemma of rural special post teachers in mountainous areas,with a view to understanding the impact of the particularity of the system on the living state and behavior mode of young rural teachers in the new era,clarifying the development dilemma and value orientation of special post teachers,and thus arousing the resonance of social opinion.Further improve the career development environment of special post teachers,narrow the cultural gap between urban and rural areas,promote urban and rural education equity and rural education revitalization.This research mainly adopts the qualitative research method,takes the career development dilemma of rural special post teachers in mountainous areas as the research object,takes the social distinction and embedded theory as the theoretical basis,and takes "institutional distinction and finite embedding" as the analytical idea on the basis of the social distinction and embedded theory.The research content starts from the institutional level,and on the basis of the analysis of the "Special Post Plan",explores the path and practical crux of the institutional distinction,and then turns to the micro-level discussion on the embedding state of the rural special post teachers in mountainous areas,with the analysis framework of "institutional distinction—embedding dilemma—value conflict—finite embedding".To sum up,this research aims to explore the career development dilemma and adjustment path of rural special post teachers in mountainous areas.The research finds that the three-year "unorganized" status labels the special post teachers,the dual nature of "remote special post" and "informal teachers" makes the rural special post teachers in mountainous areas and rural social structure "double disembedding",and the structural cause of the "double disembedding" of the special post teachers is the institutional distinction.Under the institutional distinction,the group belonging,of special post teachers is weakened,which constitutes the comprehensive incentive for rural special post teachers in mountainous areas to try to embed limited.Under the institutional distinction and finite embedding,the teachers in special post have become "suspenders" and "marginal people" in the rural social structure in mountainous areas.This "suspension" state makes it difficult for the teachers in special post to take root in the village,resulting in the dilemma of their career development.In view of this,this study proposed a possible optimization path for the career development of rural special post teachers from two aspects of institutional adjustment and social support.