Based on the identity theory and the sociological institutionalism theory,this study establishes a triple identity analysis framework and describes the interaction pattern and internal logic between the internal ident...Based on the identity theory and the sociological institutionalism theory,this study establishes a triple identity analysis framework and describes the interaction pattern and internal logic between the internal identity cognition and the external identity expectation of rural-oriented pre-service teachers through the study of educational ethnography.It is found that while they form a dominant identity in the interaction with policies,they are also endowed with the identity“privilege”and the energized learning motivation,but there are mutual restrictions between policies’entitlement and empowerment.In the interaction with social norms,they exchange with the policies reciprocally due to the torture of moral obligation,and then consciously undertake the responsibilities of their identity,but ego and publicity still conflict with each other in the underlying logic.In the interaction with their ego,they gradually reconcile with themselves and reshape their identity after experiencing identity rejection under the stigmatization cognition.Then,in the process of habitualization and institutionalization of identity,they adopt two different strategies:passive compromise and active adjustment.展开更多
基金the New Liberal Arts Research and Reform Practice Project of the Ministry of Education titled“Theory and Practice of the Cultivation of the Rural-Oriented Pre-service Teachers with Chinese Characteristics”(No.2021150017)the Postgraduate Practice Innovation Program of Jiangsu Province titled“Stipulations and Historic Changes:Research on the Occupational Values of Rural Teachers in the New Era from the Perspective of Microcosmic History”(No.SJCX21_1076)Teaching Subject of Undergraduate Education of Jiangsu Normal University titled“Research on Practical Cultivation of the Cultural and Moral Characters of Rural-Oriented Pre-service Teachers”(No.JYKTY202109).
文摘Based on the identity theory and the sociological institutionalism theory,this study establishes a triple identity analysis framework and describes the interaction pattern and internal logic between the internal identity cognition and the external identity expectation of rural-oriented pre-service teachers through the study of educational ethnography.It is found that while they form a dominant identity in the interaction with policies,they are also endowed with the identity“privilege”and the energized learning motivation,but there are mutual restrictions between policies’entitlement and empowerment.In the interaction with social norms,they exchange with the policies reciprocally due to the torture of moral obligation,and then consciously undertake the responsibilities of their identity,but ego and publicity still conflict with each other in the underlying logic.In the interaction with their ego,they gradually reconcile with themselves and reshape their identity after experiencing identity rejection under the stigmatization cognition.Then,in the process of habitualization and institutionalization of identity,they adopt two different strategies:passive compromise and active adjustment.
