A Narrative Study On The Identity Of Rural Special Post Preschool Teachers

Preschool education is an important part of the national education system and a weak link in rural education.As the main body of preschool education,rural kindergarten teachers are the key elements to improve the weak development of preschool education in rural areas.Guizhou Province has gradually expanded the teaching staff of public kindergartens in rural areas through the recruitment of special post teachers since 2016.Whether the special post teachers of kindergartens choose to remain after the expiration of their service is closely related to their identification with rural kindergarten teachers.Therefore,this paper takes the identity of the special post teachers who continue to stay in the public kindergartens in rural areas after the expiration of their service as the starting point,and deeply understands the status quo and main influencing factors of the identity of the special post preschool teachers in rural areas,so as to provide a reference for the smooth implementation of the rural special post preschool teacher plan and the optimization and stability of the public kindergarten teacher team in rural areas.Based on Maslow’s hierarchy of needs theory,self-identity theory,and social identity theory,this paper uses narrative research,literature research,and interview methods to carry out narrative research on the identity of teachers in public kindergartens in rural areas,with teachers A recruited from a special kindergarten teacher plan in a township of Guizhou Province and remaining after the expiration of service as the research object,The main research conclusions are as follows: Teacher A’s cognition of the identity of rural kindergarten teachers has experienced the dilemma of "being a kindergarten teacher or a nanny".For the above situation,after careful consideration and exploration,Teacher A has a deeper understanding of the identity of rural kindergarten teachers.The emotion of teacher A’s identity as a rural preschool teacher has experienced the wandering of "resistance or love".Although the factors such as low work pay,low social status,and lack of vision of the future have dampened teacher A’s enthusiasm for the identity of rural preschool teacher,teacher A is still motivated by multiple factors,has carried out active self-tuning,and after receiving the identity dividend,has again kindled the enthusiasm for the identity of rural preschool teacher.Teacher A’s identity behavior experienced the struggle of "leaving or sticking".Although Teacher A had the idea of resigning,as he continued to harvest and grow in the work,moved by children,trusted by leaders,and felt the greatness of ordinary work,he finally chose to remain as a rural preschool teacher.The main factors driving teacher A’s identity are rural complex,personal quality,life values Encouraged by the important others.Based on the above research conclusions,this paper believes that rural special post preschool teachers should establish correct professional values,kindergartens should establish a training system for new special post preschool teachers,and strengthen the emotional education of new rural special post preschool teachers;The society should strengthen the publicity of the professional value and social contribution of rural special post preschool teachers to promote the improvement of the identity of rural kindergarten teachers.