Identity Identification And Identity Struggle

The fast transformation and changes of the rural economy and society are directlyimpacting on the rural teachers’ identity identification and identity development path planning,which makes rural teachers keeping their main identity constantly expand to the social fieldbased on the rural social demands and their own demands. During the era after nine yearcompulsory education, the present situation of rural teachers′identity and identitydevelopment path has brought new challenges to the construction of a high quality ruralteacher team.This study takes L Town and L Town Middle School in Southwest Shandong Province asthe fieldwork place, and takes six rural teachers as the study objects. The research hopes toshow these six rural teachers’ identity development paths, which are quite different in manyaspects such as ages, genders, positional titles and teacher identity access methods. Byanalyzing the different backgrounds, educational system contexts and the turning points oftheir own identity development paths, the research hopes try to show the complexity andvariability of rural teachers’ identity development path, because of there being manyinfluencing factors such as economy, traditional culture, micro ecology circle and humanrelationship. Because of the limitation of research methods, this study can only try to restoretheir own identity development path and their own living condition，meanwhile provide somevaluable materials to other researchers in order to give rural teachers more humanistic cares.After briefly showing the social background, research problems, others′researches,research theoretical framework, research design and research value, the historicaltransformation, natural environment, traditional culture and other social groups of L Town andL Town Middle School are firstly introduced. Then, the researcher shows these six ruralteachers′identity courses from identity imagination to identity obtainment, and analyses theinfluencing factors of identity obtainment, such as political factors, economic factors, culturalfactors, system factors, traditional factors and respective features of these six rural teachers.Meanwhile, the researcher also inquires the influence of gender differences to identityimagination and identity obtainment. Then, the researcher inquires the changes of these sixrural teachers′identity experiences after they have become rural teachers working at L TownMiddle School, and analyses the stage characteristics of identity experience and the uniqueinfluence of the micro ecosystem. And then, the researcher shows the expandability of mainidentity to social field, and their own respective identity experiences in L Town Society.Meanwhile, the researcher also inquires the necessity of the expandability of main identity tothe social field during the context of rural society changes. In the end, the unexpected schoollayout and adjustment will break the present identity benefit pattern and directly influence theidentity path of these six rural teachers. The researcher describes their own respective identityadjustment planning.At the end of the research, the researcher shows three main research findings:The base of positive identity imagine has began to loose, though it still shows a certainintergenerational difference; the extension of main identity into social field presentsproceeding-phase characteristic; the differences of field integration and filed adaptation maketeacher identity experience more complicated; discontinuous events not only disturb identity extension, and will probably quicken rural teachers′identity vacillation or identity changes.Meanwhile, the researcher gives some suggestions about how to build up a high qualityrural teacher team, analyses some shortcomings of this research, and explains the furtherresearch direction in the future.