乡村教师身份认同困境下的专业发展路径探究
Research on the Professional Development Path of Rural Teachers under the Identity Dilemma

身份认同作为乡村教师专业发展的应有之义，是影响乡村教师“下得去，留不住的”重要因素。本研究在自我认同、群体认同、社会认同三方面探寻乡村教师身份认同危机表征的基础上，从历史性、制度性及空间性角度揭示乡村教师身份认同危机的原因，并据此提出乡村教师身份认同困境下“三位一体”的专业发展路径：在生态取向：加强制度保障、提高乡村教师认同感及归属感；在理智取向：利用多方资源、提供分层分类的精准培训；在反思取向：树立反思意识，激发教师主体内生动力。
As the due meaning of rural teachers’ professional development, identity is an important factor that affects rural teachers’ ability to “go down but not stay”. On the basis of exploring the repre-sentations of rural teachers’ identity crisis from three aspects of self-identity, group identity and social identity, this study reveals the causes of rural teachers’ identity crisis from historical, institutional and spatial perspectives, and proposes a “trinity” professional development path under the dilemma of rural teachers’ identity: in the ecological orientation: strengthen the system guarantee improve the sense of identity and belonging of rural teachers; in the rational orientation the use of multiple resources, to provide hierarchical classification of accurate training; in the introspection orientation establish the introspection consciousness stimulate the internal motivation of teachers; in the ecological orientation: strengthen the system guarantee improve the sense of identity and belonging of rural teachers. In the rational orientation: the use of multiple resources, to provide hierarchical classification of accurate training; in the introspection orientation: establish the introspection consciousness, stimulate the internal motivation of teachers.