A Study On The Identity Of The New Generation Of Rural Teachers

The identity recognition of rural teachers is the logical starting point for improving the construction of rural teacher teams,and it is an essential part of revitalizing rural education.The new generation of rural teachers injects vitality into rural education and rural society,and their identity affects the stability of the rural teacher team and the quality of talent cultivation.Therefore,the research on the identity of the new generation of rural teachers has significant practical significance.The new generation,who grew up in the context of China’s reform and opening up,has gone through the reform of modern education,the popularization of the Internet,and is working in an era where the country attaches great importance to rural education.The basic hardware equipment and policy support have been significantly improved,but their identity still faces the problem of negative construction.The problems faced by the new generation of rural teachers have changed from how to "get down" to how to "teach well".Identity has an impact on the work engagement of the new generation of rural teachers,which in turn affects the quality of teaching.Therefore,the factors that hinder the identity of the new generation of rural teachers have become an urgent problem to be solved.Identity identification has implicit characteristics both in terms of its process and results.Quantitative research methods can only achieve shallow descriptions and are difficult to obtain deep explanations.Therefore,interview method is the main research method of this study,supplemented by observation method and literature material method.When analyzing the interview materials,the journey of the new generation becoming a rural teacher is divided into three stages from a diachronic perspective,namely the twists and turns and confusion in the process of identity acquisition,the gap between ideal and reality in the identity experience stage,and the final identity confirmation stage.In order to further describe the identity of the new generation of rural teachers,this study conducted a dimensional division of the identity of the new generation of rural teachers,and obtained a three-dimensional seven element structure about the identity of the new generation of rural teachers.The three dimensions are professional identity,professional identity,and organizational identity.Each dimension includes sub elements,and professional identity includes value identification and professional cognition;Professional identity recognition includes ability recognition,learning intention recognition,and public value recognition;Organizational identity includes tangible and intangible resources.Using the three-dimensional seven elements as a framework to analyze the interview and observed data,the characteristics of the identity identification of the new generation of rural teachers were obtained: subjective cognition plays a core role in the new generation of rural teachers;The identification results have diversity;The process of identification is dynamic.In order to clarify the factors that affect the identity of the new generation of rural teachers,the dual factor theory is used as an analytical framework to divide the factors that affect the identity of the new generation of rural teachers into health factors and incentive factors.The incentive factors specifically include heavy workload,limited development achievements,and confused development prospects;Health factors mainly include the constraints of getting married and the limitations of peer relationships.In response to the influencing factors of the identity of the new generation of rural teachers,the construction path of the identity of the new generation of rural teachers is reshaped from three perspectives:returning to teaching and educating people,improving the training mechanism for rural teachers,and optimizing the campus humanistic environment.Through the above research content,we hope to provide a good physical and psychological environment for the work of the new generation of rural teachers,solve the problem of how the new generation of rural teachers can "teach well",reconstruct the identity of the new generation of rural teachers,and play an important role in the revitalization of rural education.