The Generation and Development of Rural Teachers'Educational Belief in Ethnic Areas
Teachers'educational beliefs are an important issue in teacher research which plays a key role in teachers'professional development.This article adopts education narrative research method to study a rural teacher in border ethnic areas,and analyze his educational belief of adhering to rural education for over 30 years.The research finds that the development process of the teacher's educational belief is divided into four stages,and the embryonic stage is influenced by the social culture and the prototype of"teacher";in the initial formation stage,the main influencing factors of teachers'educational beliefs are school culture,school leaders and school resources while the sense of responsibility of teachers is in a"comfortable"state,and it has not yet had a significant impact on teachers'educational beliefs.In the reconstruction stage,the awakening of teachers'responsibility consciousness promotes the clarification and sublimation of educational belief;in the self-conscious practice stage,teachers'sense of responsibility can be strengthened and have the sense of ultimate responsibility,so that teachers'responsibilities can show stability and self-consciousness,which plays a key role in the promotion of educational belief.This study is beneficial for strengthening the educational beliefs of teachers rooted in rural education in ethnic areas,and promoting the high-quality development of rural teacher groups in ethnic areas.
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