Narrative Research On The Identity Of Non-normal Novice Teachers In Primary Schools

Currently,more and more non-normal students are joining the primary school teaching staff,which not only enriches the teaching staff,but also raises concerns about the quality of the teaching staff.Without having teacher-training courses,novice primary school teachers in non-normal majors always face many challenges that are harmful to shape the identity in the early stage of their professional development.As an internal driving force,identity is an essential prerequisite and foundation for promoting teachers’ professional development,therefore,it is necessary to enhance the identity of novice primary school teachers in non-normal majors.With the narrative research,this study explores the construction process of three novice non-normal primary school teachers’ identity in social and school contexts.It summarizes the characteristics of novice primary school teachers in non-normal majors and the factors that affect their identity.Finally,based on the above analysis,suggestions are proposed to enhance the identity of novice primary school teachers in non-normal majors.The study finds that there are three common characteristics of novice primary school teachers in non-normal majors : initial cognition of teacher identity in pre-employment,better understanding of teacher identity in work,and showing teacher identity in future development plans,what’s more,they have different ideas in pre-employment selection,novice stage development,and future development plans.While those novice primary school teachers in non-normal majors are developing,the employment situation and social public opinion have an impact on their career choices and impressions of teachers.Even though good school cultural atmosphere and teacher training can make teachers feel a sense of belonging and identification with the school,a large amount of non-teaching work increases the pressure of teachers.Since teachers’ sense of happiness,achievement,and satisfaction in their work are affected by their professional cognition,educational and teaching abilities,educational experiences,interpersonal relationships,as well as development plans all affect,the construction of their professional identity will be finally influenced.Therefore,in order to enhance the identity of novice primary school teachers in non-normal majors,it is necessary for society,schools,and teachers themselves to work together.Firstly,the society should monitor online platforms in real time,and promote the excellent deeds of novice primary school teachers in non-normal majors,to strengthen public opinion guidance.Secondly,the schools should provide a development platform for novice primary school teachers in non-normal majors,which includes creating a harmonious teaching environment,attaching importance to professional training for novice primary school teachers in non-normal majors,reducing the burden of non-teaching work,and promoting home school cooperation.Finally,to improve themselves,novice primary school teachers in non-normal majors should establish correct career ideas,improve teaching reflection,strengthen interpersonal communication,and do a good job in career planning.At present,the identity recognition of novice primary school teachers in nonnormal majors has not yet attracted widespread attention,and there are still many problems that need to be explored.Therefore,this study aims to enrich the research on the identity recognition of novice primary school teachers in non-normal majors,and provide reference for the professional development of novice primary school teachers in non-normal majors.