A Study On The Professional Identity Of Provincial Public Students

Rejuvenating rural education is a response to the demand for economic and social development in the new era,while rural teachers are the basic forces to develop rural education.The public-funded teacher policy implemented by provinces and cities has significant practical significance to crack the structural shortage of rural teachers.Over time,the provincial public-funded teachers have successively entered the positions of rural teachers,and the comprehensive performance of public-funded teachers’ entry periods are uneven,and it is not uncommon to not meet the needs of rural education and teaching practice,and even default “escape”.Investigating its deep reasons,the level of teachers’ occupational identity is an important factor affecting the stability and development of rural teachers.Therefore,on the theoretical basis of self-identity theory,social identity theory and the development stage of teachers’ career,this study selected provincial public funded normal university students who have been working in some areas for 1-3 years as the research object,and used questionnaire survey and interview methods to obtain first-hand survey data.A total of 195 valid questionnaires were obtained,and 9provincial public funded normal university teachers were interviewed during the entry period.By investigating the status quo of their professional identity,the purpose is to find out the specific manifestation of the professional identity dilemma of provincial public funded normal university teachers during their entry period and the causes of the changes in professional identity,and finally propose how to help them further improve their professional identity,so as to attract the attention of the society.The research results show that,first of all,the professional identity dilemma of provincial public funded normal university students during their entry period is embodied in the following aspects: the value dilemma of teacher’s professional role,the local suspension of teacher’s professional emotion,the willingness to work but the lack of strength,and the deviation of social status identity.Secondly,the reasons leading to the dilemma of teachers’ professional identity during the entry period of provincial public funded normal university students include: first,at the individual level of provincial public funded normal university students,the role adaptability of teachers during the entry period is difficult,the utilitarian value tendency of professional ideal,the emotional alienation between teachers and the countryside,and the lack of teachers’ professional quality.Second,at the level of rural schools,the external constraints of school management system,the internal block of the construction of school humanistic environment and the school teachers’ professional development channels are not smooth;Thirdly,from the perspective of policy,the flexibility of the actual statute of service territory and the arrangement of service life is insufficient.Fourthly,at the level of local colleges and universities,the curriculum lacks of consideration for the reality of rural education and the coordination and relevance of teacher education team needs to be strengthened.Fifthly,at the level of social support,the imbalance between teachers’ work investment and material and spiritual returns,as well as the decline of the public opinion atmosphere of respecting teachers and valuing education.Based on the above analysis,this study puts forward strategies to improve teachers’ professional identity level during the entry period of provincial public funded normal university students,including stimulating teachers’ independent development as the internal driving force,optimizing the environment of rural schools as the focus,coordinating provincial public funded normal university students’ policies as the starting point,improving the training of provincial public funded normal university students as the breakthrough,and improving the social support of targeted rural teachers as the driving source.Cooperate with relevant forces to form a multi-force and jointly promote the professional identity of teachers of provincial government-funded normal university students during their induction period.