| In recent years,more and more highly educated graduates from comprehensive universities have become teachers in primary and secondary schools,which has aroused warm repercussions in the society and become the focus of public opinion.At the same time,both policy documents and social voices reflect the concern about the improvement of teachers’ quality in the new era and call for "cultivating better people with excellent people".Through qualitative research and narrative analysis,this study focuses on the identity of "elite" students who graduated from China’s top comprehensive universities to become primary and secondary school teachers.Based on this main line,this paper explores how these teachers become,act and understand the identity of teachers at the three levels of "era school individual".The study found that,firstly,there are a variety of rich imagination and complex expressions for the pre-service imagination identity of non-normal students who graduated from top universities,which reflects the understanding of different subjects on the teaching profession.As "elites",they recognize and expect to take social responsibility and give full play to educational leadership.From a social perspective,after the founding of new China,the requirements of policy discourse for encouraging comprehensive university graduates to teach and improve teachers’ academic qualifications have been repeatedly mentioned,but the position and reasons behind it have changed from "filling vacancies" to "selecting the best".Public opinion also expressed their imagination of top comprehensive university graduates becoming teachers through the news.Secondly,teachers’ multiple identities face the transformation of balance and key identity in schools.Classroom is regarded as the most important "main battlefield" for teachers.How to teach well is the main challenge for students graduated from top comprehensive universities when they become teachers.They feel dazed and confused because they don’t know how to teach.In the transformation of their identity from "good student" to "good teacher",teachers are eager to be recognized by the education and teaching circles and integrate into school education under the background of the new curriculum reform,I hope to highlight my academic advantages in teaching practice.In the process of this series of cognition and practice,they have experienced the coordination and transformation from "academic person" to "educator"-these are the core and key of teachers’ identity.These components together convey a set of values and identity of teachers.Thirdly,there are multiple dislocations between the ideal and reality of the elite identity of teachers graduated from top comprehensive universities.The individual identity of teachers who graduated from top comprehensive universities has always implied the identity of "elite".When this "elite" identity enters the real school and becomes a teacher,it may be different from the expectations of society and school,resulting in the wrong position of identity positioning and development.The "elite" who return to primary and secondary schools experience the emotional experience of depression and fatigue,which further affects the sense of disillusionment and strangeness of teachers’ identity and elite sense.The reason is that the ideal of "elite" individuals for teachers’ identity is inconsistent with the expectations and needs of society/ school for these teachers.The dislocation development between individual and social /group identity,imaginary identity and practical identity is essentially whether social needs match individual significance and value.At the same time,the corresponding teacher personalized development support system is still very lacking,and it is generally difficult for schools and families to give corresponding help and response.The relevant research on this group of teachers is in the ascendant.Finally,this paper puts forward that teachers need to consider their individual identity and social / group identity,imaginary identity and practical identity and their relationship,further deal with and coordinate the tension between different identities,break through the "kidnapping" of academic deification from the outside world,and finally solve the practical dilemma of the development of teachers,It provides a new perspective for the classic professional and academic debate of Teacher Education in the new era.On the basis of understanding the identity of teachers,it pays attention to and improves the sense of identity and belonging of teachers,and expands and improves the source and quality of teachers. |
