A Narrative Research On The Generation Of Indigenous Knowledge By A Rural Primary School Teacher

Indigenous knowledge is knowledge generated and passed on in rural society.Compared with cities,the cultural environment in which rural schools are located is unique,which requires rural teachers to have certain Indigenous knowledge in addition to general teacher knowledge.Indigenous knowledge is the common spiritual wealth of local people,and plays a role in character cultivation,emotional edification,and talent cultivation in rural society.Rural teachers’ mastery of Indigenous knowledge is of great significance to teachers’ own professional development,the improvement of students’ learning effect,and the inheritance of local culture.This research adopts the method of narrative research and conducts in-depth research on an excellent rural primary school teacher,Teacher J.This research obtained research materials through close-up observation and in-depth interviews.On the basis of data collation and analysis,this research traced the growth trajectory of Teacher J,and divided the generation process of Teacher J’s Indigenous knowledge into three stages: the budding stage,the development stage,and integration period.After summarizing,this study profoundly revealed the generation mechanism of Teacher J’s Indigenous knowledge:acquiring Indigenous knowledge through experience,integrating and consolidating Indigenous knowledge in practice,and updating and improving Indigenous knowledge in reflection.The study found that the generation of rural teachers’ Indigenous knowledge is affected by many factors.First,internal factors such as high occupational identity,view of knowledge,and personality characteristics are the main driving forces for the development of Teacher J’s Indigenous knowledge.Second,the emergence of the key events and significant others also promotes the development of Teacher J’s Indigenous knowledge.Teacher J’s story inspires us that rural teachers should pay attention to the development of their own Indigenous knowledge,and schools and relevant departments should also provide external support in order to improve the knowledge structure of rural teachers and realize the professional development of rural teachers.