The Construction Of Teacher Identity Under The Governance Model Of Work-study Schools

Specialness of reformatory education decides specialness of the identity of teachers teaching in the reformatory school.The author has been working as a teacher in a reformatory school,This allows the author to examine this research issue from the insider’s perspective.In this paper,M School in W City is studied as an individual case.Literature review of the development history of reformatory education and the identity construction of teachers in reformatory schools is conducted.Qualitative research methods,including field survey,participatory observation and in-depth interview of M School,are adopted.On that basis,the author attempts to analyze and reflect on identity construction of teachers in reformatory schools using the theory of social construction.This paper consists of five chapters.Chapter 1 is the introduction part,which is a literature review of teacher’s identity,identity construction and reformatory education.Chapter 2 focuses on A place called reformatory schools.A large number of first-hand data are employed to demonstrate the special educational form of a reformatory school,which is between a traditional school and a traditional prisoner.How the reformatory school implements "physical governance" and "mental governance" of student under the special field is elaborated.The detailed description can also,to some extent,reveal the governance logic of "administrators being administered" and foreshadow teachers’ identity construction in reformatory schools in the following part.Chapter 3 discusses how to build teachers’ subject identity under the special field of reformatory schools.As the main part of this paper,this chapter concentrates on describing the microscopic process of teachers’ identity construction in reformatory schools,analyzing the living state of teachers in M School,and demonstrating the formation mechanism and evolution process of teachers’ identity construction in reformatory schools.In this chapter,the author also explores changes of teachers’ identity construction after working in reformatory schools,whether they have been faced with the identity crisis during the identity construction process,and what kind of identity crisis exists.Chapter 4 concludes that there are five problems in the construction of teacher’s identity under the "governance mode".The "stigma" of social identity,the "generalization" of professional identity,"crisis" of cultural identity,"obscuration" of individual identity and "Absence" of group identity.Chapter 5 is a reflection on the mode of governance.Let reformatory schools have the attribution of education.Through the discussion on the vital problems in reformatory schools,to review that:the attribution is education,not "governance";the reformatory schools belong to schools,not "prisons";the students’ identity is students,not "prisoners";the teachers’ identity is teachers,not "policemen".The main reason influencing the teachers’ identity construction in reformatory schools is the mode of "prisons".Through the reflection of the mode of governance,five suggestions are concluded to solve this problem.Through the above analysis and discussion,this research mainly reaches the following conclusions.First,in the mode of governance,different degrees of identity crisis can be found during the process of teachers’ identity construction in reformatory schools.The identity crisis is mainly reflected as the social identity crisis in the social relationship,the subject identity crisis during the process of fulfilling duties,the professional identity crisis in teaching activities and the cultural identity crisis in management.This has resulted in weakening of the foundation for teachers’ identity construction in reformatory schools.Second,field integration and field adaption are extremely complex,which is mainly attributable for complex statuses of teachers’ identity construction in reformatory schools.These complex statuses include identity imagination,identity balance,identity anxiety,identity loss,identity deviation,and identity struggle.Consequently,different identities,including "police on duty,special teacher,babysitter,parent,psychological consultant,nursing assistant,salary earner" and so on,have been constructed for teachers in reformatory schools.The above reasons are mainly influenced by the mode of governance.The mode of "prisons" and "governance" also cause the teachers’ identity construction and identity crisis.Through this study,we hope to enlighten and draw lessons from the professional development of the reformatory teachers,the further improvement of the school governance model and the sustainable development of reformatory education.