A Study On Specially Contracted English Teachers’ Professional Identity In Ethnic Minority Areas In Yunnan

From 2006 to 2018 the specially contracted plan has been implemented for 12 years.In 2006,in order to further strengthen the construction of teachers in remote areas and promote the balanced development of compulsory education.The state education department has formulated and implemented “specially contracted compulsory education in rural” plan.It makes “specially contracted teacher” as a new blood group walk into primary and secondary schools in remote ethnic areas.As an important complement to the education in remote ethnic areas,the “specially contracted teacher” is directly related to the successful implementation of the state specially policy.Therefore,it is very necessary to study specially contracted English teacher’s professional identity status in minority areas.Professional identity refers to teachers in the long-term teaching to improve their perception and evaluation of their profession.Teachers’ professional identity refers to teachers forming their attitudes,beliefs,belonging and behaviors in the professional career during pre-service,in-service and post-service time.So in the remote minority areas,what is the specially contracted English teachers identification status of their occupation? What factors affect their professional identity? Are there any methods to improve their professional identity? This thesis attempts to answer these research questions.A questionnaire which is suitable for studying professional identification of the specially contracted English teachers in Hekou region is designed,with reference to Wei Shuhua(2008)and Lu Xianglian(2013)’s teachers’ professional identity survey,by combining with the content of teachers’ professional identity and the actual situation of specially contracted English teachers in ethnic minority Hekou regions.Then,four specially contracted English teachers were selected to conduct aninterview,so that researcher can gain a deeper understanding of their professional identity.According to the results of the questionnaire and interview,this study finds out that: Firstly,the status of specially contracted English teachers’ professional identity in ethnic minority areas is generally higher than that of the ordinary teachers found by Wei Shuhua(2008).Secondly,there is a significant difference in professional identity in terms of teachers’ nationality,teaching school and teaching years.And the minority teachers’ professional behavior is more positive than that of the Han teachers.In the teaching schools aspect,high school specially contracted English teachers have significant difference in profession value.Teachers who taught for one to three years have higher professional behavior tendency.Thirdly,there are three main influencing factors of teachers’ professional identity: personality,school,and social factors.According to the results of the survey,this paper proposes some suggestions from three aspects: social aspects,schools aspect and specially contracted English teachers aspect in order to arouse more scholars’ attention to the professional identity of special English teachers in remote ethnic areas.