A Study On The Identity Of Rural Freshmen

The rural novice teacher is a special teacher group, with the reform and development of rural education, rural novice teachers increasingly cause the attention of the educational theory and the administrative department of education. Among them, the novice teachers’identity problem is a problem that has widely attention but is difficult to effectively solve in recent years. The article is a study for the current rural novice teachers identity’s problem of our country, it using the sociological study of qualitative research methods, including participatory observation method, interview method and case analysis, etc. Through the introduction of an acquaintance, the author enters the research field-a rural primary school, the writer on-the-spot investigation of the novice teachers real living condition, collecting research data by a variety of ways, through the typical case to study the survival status quo of the novice teachers.As a result of the study, the rural novice teachers’identity have some troubles currently, mainly displays in three aspects:firstly, the survival pressure, such as rural novice teachers in the early stage, they need to deal with occupational stress, and as an adult they need to face pressure from life; secondly, professional development is difficult to obtain, such as the subjects they taught are usually not they learned or they selected, rural schools lack of academic atmosphere overall and the novice teachers are very difficult to get further education and learning opportunities; thirdly, as a teacher role conflict between as a individual, such as public opinion to the requirement of teachers’ moral often conflict with the teacher as a personal desire. The novice teachers’identity dilemma easy to cause job burnout and teacher losing problems. The study have found that the novice teachers identity influenced by two aspects of factors, subjective aspects including rural novice teacher’s personal experience, professional skills and career motivations; objective aspects including the work environment and work tasks of rural novice teachers, wages, social status and rural culture, etc. Teachers’ identity is closely related to the development of the teachers’experience, so we should pay attention to the growth and development of the novice teachers. To realize the growth and development of the rural novice teachers, we can make efforts from the following aspects: strengthening the orientation, such as changing external concentrated training type and content, changing the form of school guidance; cooperate and communicate with urban schools, to find the new way of the cooperation between urban and rural schools; and the rural novice teachers need to strengthen the teaching reflection of their own and independent learning.