Hunan Province Junior High School Starting Point Public-Funded Normal University Students Research On Professional Identity After Teaching

In the report of the 19 th Party Congress,the strategy of revitalizing the countryside is proposed,among which it is crucial to realize the revitalization of rural talents and promote rural culture and education.The improvement of the quality of rural education lies in teachers,and the status of rural education is self-evident given the huge number of rural population that China has.The construction of teacher team is an important aspect of rural revitalization.In the vast rural areas,especially the remote and poor areas,there is a greater need for a stable team of teachers and young professional teachers.Since 2006,Hunan Province has been recruiting free teacher-training students from junior high schools,and has trained 16 free teacher-training students to return to their places of origin to teach in rural areas.At the same time,the problem that the group of publicly funded teacher trainees from junior high school can go down and teach well,but cannot be retained,has begun to emerge.Therefore,studying the factors influencing the career identity of the group of public-funded teacher trainees from junior high school can find the reasons why rural villages cannot retain public-funded teacher trainees from junior high school,and can also provide countermeasures for retaining excellent front-line rural teachers.This paper uses questionnaires to investigate the factors influencing the post-teaching career identity of junior high school students in Hunan Province,using the Teacher Career Identity Scale,the Teacher Job Satisfaction Scale and the Teacher Intention to Leave Scale.At the same time,the survey was supplemented by an interview method,in which the public-funded teacher-training graduates from junior high schools in Hunan Province were interviewed to gain an in-depth understanding of the current situation of the group’s career identity,analyze the factors influencing the career identity of public-funded teacher-training graduates from junior high schools in Hunan Province,and analyze the influencing factors to propose countermeasures to improve the post-teaching career identity of public-funded teacher-training students from junior high schools in Hunan Province,so as to strengthen the rural teaching force.stability.According to the questionnaire data and interview results,the following factors influence the post-teaching career identity of public-funded teacher-training students starting from junior high school in Hunan Province: individual factors affect the level of teacher career identity;work environment factors lead to a large number of staff turnover;and educational background factors affect teacher career development.Based on the results of the survey,this paper proposes optimized countermeasures to improve the post-teaching career identity of public-funded teacher-training students in Hunan Province from the following five aspects: returning to the essence of education and teaching to reduce the burden;establishing the concept of lifelong learning and looking forward to development;improving the treatment of rural teachers to create an environment;creating a stable foundation for teachers’ professional happiness;and building a platform for the rural famous teacher program.