Case Study On Rural Newly Qualified Teacher’ Career Identity

Teacher’ career identity is the synthesis of teachers’ career a positive cognitive, emotional and behavioral tendencies, this is crucial for teacher’ career and professional development. We can understand the basic situation of teacher professional development, professional values, sense of belonging and the tendency of professional behavior and turnover intention. So we can provide the basis situation for the country as well as related government agencies to formulate policies for teacher, and provide reference for school to develop a management system, and training related to the teachers. Specialized research on the career identity of the rural newly qualified teacher is very important, because it can guide the rural newly qualified teacher to re-examine and reflect on their own career identity. Let the state and society to pay more attention to the growth of this special group of teachers, so that they can pay more attention to education with a positive attitude, this is also another important purpose of this study.This paper based on teacher Y and teacher F in J City P County a Hope primary schools in rural areas, display two teachers in the total experience and sentiment, and then select Normal professional job experience, and to embark on a teaching post, thus make the analysis of relevant factors on the two teachers’career identity, on this basis, hope to glimpse the basic status of the career identity of the rural newly qualified teacher, so we can provide reasonable advices for the rural newly qualified teacher to reflect on and improve their career identity.This thesis is divided into the following sections:The first part is an introduction:discuss the origin of this study, the connotation of career identity and teachers’ career identity, structure and influencing factors and its relationship with turnover intention. This study provides a theoretical support for the shortcoming in the literature-based research to provide a reference, finally, discuss about research ideas, research design and research methods. The second and third part is mainly based on the teacher Y and teacher F interviews, through show these teachers’ professional choices, job experience, early entry and the time series to describe two teacher’s teacher recognition process. At the same time explore the connotations these two teachers’ career identity and sources of teachers’ career identity.The fourth part, we discuss teacher Y and F teacher’ career identity cases by cross-analysis, comparison and analysis of the recognition status of the two beginning teachers in rural areas, to demonstrate their professional motivation, self-image, perception and future prospects of these four dimensions the similarities and differences, and then combined with the relevant literature and case resolution factors influence their teachers’ career identity.Finally, the study made recommendations on the reflection and improvement of the rural newly qualified teachers’ career identity:newly qualified teacher to form a positive professional values, make rational plan for teachers’ career; Schools can establish the democracy, science, robust school management system, provide teachers with challenging work and the opportunity to develop their talent; Country should adopt a compensation mechanism to narrow the gap, through policy, funding, and public opinion support to improve the weak position of rural newly qualified teachers.