Abstract:

Cultivating rural teachers who can “go down, stay, and teach well” is the focus of revitalizing rural education. Exploring the growth path and influencing factors of rural teachers and revealing the growth laws of rural teachers are of great value to the construction of rural teacher teams. Based on the life course theory, this study analyzed the autobiographies of six rural teachers and found that from childhood schooling, normal school learning, to work development, the transformation of China’s social structure is an important external environment that affects rural teachers’ choice to take root in the countryside, the important others in life are an important driving force for rural teachers to take root in the countryside, and personal subjective initiative is the internal factor that affects rural teachers’ long-term rooting in rural education. Based on this, this study puts forward the following suggestions, including improving the development environment of rural teachers and ensuring the stability of teachers’ professional development; optimizing the training model of rural teachers and ensuring the localization of teachers’ training; and cultivating the development resilience of rural teachers and ensure the emotional satisfaction of teachers.

Key words: rural teachers, teacher’s life course, rural education revitalization