Narrative Research On The Professional Development Of The First Teacher In The Village Field

Rural teachers are the key to the development of rural education.The Party Central Committee and the State Council have always paid close attention to the issue of the construction of rural teachers,and have successively issued a series of policies.In recent years,more and more highly-educated graduates have moved into rural teacher posts,injecting vitality and life into the rural primary school teachers,and the problems of “staying” and “teaching well” have become prominent in the contemporary era,while the core of supporting teachers “staying” and “teaching well” is the professional level of teachers has been developed.This thesis attempts to use the way of narration to show the reality of the professional development of the first term teacher in the rural primary school field.On this basis,with the help of Bourdieu’s field theory,this thesis makes an analysis of it,and then puts forward the feasible suggestions for the professional development of the beginning teachers who work in rural primary school.The professional development of the beginning teachers who work in rural primary school is a complex and dynamic process.It is only in the real field that it can be fully presented and understood.This thesis focuses on the professional development of the beginning teachers who work in rural primary school and how to improve.Based on such considerations and pursuits,With the help of Bourdieu’s field theory,this thesis uses a narrative method and carry out a case study.In this study,L teacher in X rural primary school was selected as a case.According to the relationship Perspective of the field theory,the professional development of the beginning rural primary teacher is realized in the process of multidimensional intercourse.The rural primary school field is divided into L teacher-leadership field,L teacher-colleague field,L teacher-student field,L teacher-parent field,L teacher-L ’field.According to the above field,we present the reality in turn,and explain and analyze it with the help of theory,and finally refine the inference.The results show that:(1)the professional development of beginning rural primary school teachers needs to be re-recognized.The low degree of professional development and weak motivation are the stereotyped impressions of the beginning rural primary school teachers.Through this study,it is found that the beginning rural primary teacher have gained professional development but the process is slow,and the teachers have strong desire for development but lack the conditions.(2)the professional development of the beginning rural primary school teacher is the result of interaction among field,habitus and capital.The field is the beginning rural primary teacher’ professional development space,capital is the tools,habitus is the logical,the three parties coexist with each other and have internal logic.(3)the professional development of the beginning rural primary school teacher needs to be rooted in the field and needs the infiltration of local culture.On the horizontal side,it is constructed by mutual cooperation,equal dialogue and mutual inspiration among teachers.In the longitudinal way,it is realized through the hard work and practical reflection of the the beginning rural primary teacher school themselves.