Research On The Identity Of The New Generation Rural Teachers In The Old Revolutionary Areas Of Northeast Sichuan

Rural revitalization,education first.Education can have an important impact on the social talent system and economic development,and the rapid development of the old revolutionary areas and villages in northeast Sichuan urgently needs the injection of educational forces.Rural teachers are the main force to revitalize rural education and have unique contributions to promoting the development of rural education.The new generation of rural teachers,as the new force of rural education,ensures the sustainable development of rural education.The new generation of rural teachers study in the city,and are influenced by the process of modernization,the orientation of educational policies,the invasion of bad social atmosphere and other aspects,which cause many puzzles in their identity.Positive identity can enhance the work happiness and self-achievement of the new generation of rural teachers,actively promote their own professional development,enhance their sense of professional value and belonging,take the initiative to make contribution to rural education actively,and realize the ideal self while promoting the stability of the rural teaching team.Based on the theories and policies such as self-identification,social identity,teacher professional development theory and rural teacher team construction policy,the theoretical framework of the identity of the new generation of rural teachers is constructed,including self-identification,professional recognition,professional identity and social identity.The article surveyed 300 new-generation rural teachers in10 township primary and secondary schools and 350 local residents in the old revolutionary base area of northeast Sichuan,and conducts in-depth interviews with 20 new generation of rural teachers and 35 local residents to investigate the identity of the new generation of rural teachers.The results show that most of the new generation of rural teachers can do their jobs,manage the relationship with colleagues and students,recognize their professional value and are willing to make their profession more valuable through more ways.However,the identity of the new generation of rural teachers still has many puzzles: first,self-identity confusion,weakened teaching faith;Second,professional identity anxiety,development direction is lost;Third,occupational cognitive bias,not enough willingness to stay;Fourth,social status decline,humanistic care is weak.The root cause is that their own particularity and confusion weakened their career adherence,the large gap between urban and rural areas weakened their career ideal,the policy and institutional support failed to meet their internal needs,and the flashy reality impacted their identity.Through the analysis of the identity dilemma and causes of the new generation of rural teachers,it is necessary to enhance their identity from the aspects of self-identification,professional recognition,professional identity and social identity:first,it is necessary to strengthen the belief in education and teaching,promote teachers’ self-identity,and the new generation of rural teachers should take the initiative to realize individual socialization,cultivate rural education feelings,and design professional development plans;second,Policies help professional development to help teachers achieve professional identity,integrate teacher training with local culture,return to teachers’ professional autonomy,and broaden the ways for teachers to improve their academic qualifications;third,strengthen humanistic care,help teachers’ professional identity,improve teachers’ living environment,strengthen humanistic care for all parties,and reshape the professional value system;fourth,to create an atmosphere of respect for teachers and teaching,to help teachers’ social identity,to highlight rural values,reduce additional functions of schools,and continue to increase social support.