Research On The Problems Of Professional Identity Of Subject-transfer Teachers In Rural Primary Schools From The Perspective Of Educational Ecology

As the most important group in rural education,rural teachers are responsible for the development of rural education.The need for the development of rural education makes a group of transferred teachers emerge as the times require.Due to the change of teaching disciplines,the subject-transfer teachers will face challenges to the professional identity from ecological factors such as the environment,organizations and even individuals after transfer.Ecology of education is an inter-discipline,mainly studying the relationship between education and environment,and exploring the professional identity of subject-transfer teachers from a new perspective.The professional identity of subject-transfer teachers in rural primary schools from the perspective of ecology of education emphasizes the relationship between various factors and the environment.Aiming to better promote the professional identity of subject-transfer teachers,it is urgent to improve the professional environment of subject-transfer teachers to create a good rural education ecology.In this study,based on the theory of ecology of education,the current situation,problems and strategies of professional identity of subject-transfer teachers were studied.Firstly,the mixed research orientation combining quantitative and qualitative research and the questionnaire survey method were used to conduct survey on 301subject-transfer teachers in X County,Hunan Province to form an overall understanding of the current situation and influencing factors of professional identity of subject-transfer teachers.Secondly,the semi-structured interview method was used to interview 3 subject-transfer teachers and 1 principal in the questionnaire survey,and then the current situation and problems of professional identity of subject-transfer teachers in rural primary schools were analyzed.The survey results showed that the professional identity of subject-transfer teachers in rural primary schools was deeply affected by the ecological environment of education.In terms of the influencing factors,the overall analysis and difference analysis of the questionnaire data showed that teachers had the highest recognition on the influence of professional identity,followed by professional environment.The difference analysis results showed that there were no significant differences in the influence of teachers with different teaching ages,educational backgrounds and professional titles on professional identity;there were no significant differences in the influence of major conformity,normal students/non-normal students and teaching stage conformity on professional identity.On this basis,four dimensions of professional cognition,professional emotion,professional behavior and professional environment were determined combined with the collection and arrangement of pre-interview data,and the intensive influencing factors of these four aspects were analyzed.The results show that there is a positive and moderate correlation between professional cognition,professional emotion,professional environment and professional identity.In this study,an in-depth exploration of the professional identity of subject-transfer teachers from the perspective of ecology of education was conducted focusing on the logical main line of "professional identity".Then,the strategies to promote the professional identity of subject-transfer teachers were proposed according to the basic principles of ecology of education.In the face of the new development environment,only when the external ecological environment and the internal ecological environment are in a virtuous circle can rural primary school subject-transfer teachers better promote professional identity and professional development.Based on the correlation between the professional identity and various influencing factors reflected in the survey results,basic strategies that help to strengthen the professional identity of subject-transfer teachers were proposed starting from the basic principles of ecology of education,including 1)removing constraints to promote environmental optimization;2)empowering teachers’ professional development with the law of tolerance and the principle of optimum;3)establishing the status of subject-transfer teachers according to the principle of ecological niche.