Rural-Oriented Pre-service Teachers Transitioning in Multiple Identities: An Ethnographic Study in a Chinese University Based on Sociological Institutionalism

Abstract

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.

Keywords

rural-oriented pre-service teacher, government-paid pre-service teacher, identity, sociological institutionalism, educational ethnography

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