Qualitative Research On Professional Identity Of Rural Pe Teachers In Hebi City Under The Background Of Education Reform

In recent years,global attention has shifted from achieving universal education to the pursuit of quality education as an integral part of the global Sustainable Development Goals.The country proposed education reform in 2019 to promote all-round integration of sports and education in 2020,followed by further strengthening education reform in 2021.To deepen educational reform,teachers are the main promoters.Teachers must adjust their professional development to meet the requirements of current curriculum reform.Education reform cannot be separated from high-quality teachers.Under the current new form of teaching,teachers’ professional development will face new challenges and opportunities,and teachers also need to adjust their career development direction to meet the needs of current teaching reform.And rural sports teachers are a special group,this study draw the concept of hebi city life and rural physical education teachers work,from the Angle of professional identity as a catalyst for professional development,and further attention hebi city rural PE teachers in the challenging work environment to the formation of professional identity,to explore the factors affecting the formation of professional identity.In a challenging context,this refers to the issue of education reform,which will be studied from five aspects: teachers’ professional commitment,confidence,autonomy,job satisfaction and emotion.In the context of educational innovation,these concepts are constantly challenged,debated,changed and threatened.This study takes the professional identity of rural PE teachers in Hebi city as the research object,and uses narrative research in qualitative research,semi-structured interview,field observation and other methods to collect information about their educational background,title,working years,workload,factors affecting professional development,professional identity and other aspects.This paper adopts the narrative research paradigm of qualitative research method,and finally draws the conclusions :(1)teacher professional identity is a complex concept.Through exploring the job satisfaction,professional commitment,confidence,emotion and professional autonomy of rural PE teachers in hebi city,the indicators of their professional identity are obtained.(2)Through the research,it is found that the rural teachers in Hebi city who have been teaching for more than 20 years will have negative reaction to the education reform because of natural aging of the body,conflict of teaching experience,and lack of attention from leaders;Younger PE teachers say they are willing to accept changes and take risks to implement reforms,which involve learning new skills,but are also affected by factors such as salary,low professional autonomy,and cooperative relationships with colleagues.(3)The professional identity of rural PE teachers in Hebi city is affected by many factors.Including individual factors,organizational environment,social and cultural factors.Natural aging of the body and family contradictions affect the direct work of rural PE teachers in Hebi city and its restrictions on individuals.On the other hand,the workload in the organizational environment,the teaching environment and the importance of school leaders reflect the lack of working space or space of rural PE teachers,how to realize their professional role and ability,and shape their identity.