身份建构是考察农村教师专业发展与质量提升的重要视角。本研究以“农村教师如何建构自己的农村教师身份”为研究问题，以身份建构理论、符号互动论为理论工具，通过质性研究的方式，将农村教师的身份建构置于农村社会的变迁，特别是放置于城镇化的背景之下进行考察，尝试解答城镇化进程中，农村教师身份建构的基本特征与机制。

在分析路径上，本研究将农村教师的身份建构分为身份理解、身份同化、身份修正三个方面。主要的研究内容包括：揭示城镇化进程对农村社会结构以及农村教师身份建构的影响、农村教师身份理解的基本特征与机制、身份同化的类型与影响因素以及教师身份修正的主要方式。

研究的发现与结论主要有以下几个方面：

城镇化历程使得农村社区在政治结构、经济结构、文化观念等方面发生了巨大变迁，作为“共同体”意义的村落日渐消解。村落社会整体的离心化、农村社会成员的原子化、多元化倾向日益明显。农村学校与农村社区的富有成效的互动很大程度上已名存实亡，农村学校和农村教师也相应的失去了传统意义上的社区支持，农村学校自身的建制化特征日益明显。就近城镇化发展改变着农村教师所处的工作场域和生活场域，农村教师的两栖型生存已经成为常态，教师日常生活的“差序场”发生实质性变革，农村教师与农村社区之间的联结经历了“嵌入—半脱嵌—脱嵌”的过程。农村教师从扎根于农村的“文化人”或是“知识分子”，成为困于农村学校、疏离农村社会的“教书匠”，更进一步成为城乡之间的“游牧者”、学校围墙之内的“专业人”或“游离者”。对农村教师身份建构来说，农民、农村社区对其之影响日益表面化，城市化倾向的学校管理日益发挥着关键作用。农村教师的身份建构日益呈现“内卷化”的特征。

在身份理解上，农村教师身份理解的符号是多元化的，包括对学校管理制度的解读、同侪的评价、学生的期待、家长与社区的要求等。城镇化给农村教师的自我互动增添了一些新的身份符号，同时也使得农村教师对传统身份符号的解读失去功效。从整体的结果看，农村教师的身份理解日益“职业取向化”。个案教师对农村教师身份的理解日益与“教师”无二致，日益失去农村教师身份的“农村情境性”。在身份同化方面，“自然参与”的身份同化日益被“听话式的身份同化”所代替，但教师的能动性依然是教师身份同化的重要影响因素，从学生成长的角度进行身份践履、借助网络空间而建构属于自己的能动空间，成为积极的教师身份同化的主要方式。农村教师的身份修正受教师的教育信念、城镇化带来的经济地位分化、教育的商品化、外部的规训等因素的影响，表现为糅合着积极进取、被迫妥协、抗争次文体等多种形式。

农村教师的身份建构所呈现出的“内卷化”、“去农村情境化”等特征，与农村学校不能担当作为农村社会“文化机构”的使命密切相关，建制化的农村学校日益成为城市学校在乡村的派出机构，而没能成为乡村振兴的能动力量。只有农村学校在农村社会发展中担负起多元能动的角色，并建立起更人性化的教师管理制度，农村教师的身份建构才能加以改善和变革。

Identity construction is an important perspective to examine the professional development and quality improvement of rural teachers. Taking “how rural teachers construct their own rural teacher identity” as the research question, using identity construction theory, symbolic interaction theory as theoretical tools, this research conducts a qualitative research for the purpose of revealing the process and basic characteristics of rural teachers' identity construction under the changes of rural society, especially under the background of urbanization.

On the analysis path, this study divides the identity construction of rural teachers into three aspects: identity understanding, identity assimilation, and identity modification. The main research contents include revealing the impact of urbanization on rural social structure and the construction of rural teacher identity, the basic context and characteristics of rural teacher identity understanding, the types and influencing factors of identity assimilation, and the main ways of teacher identity modification.

The conclusion of the study mainly includes the following aspects:

The process of urbanization has caused tremendous changes in the rural community in terms of political structure, economic structure, and cultural concepts, and the village as a "community" has gradually disappeared.The centrifugation of rural society, the tendency of members of the rural society to become atomized and diversified have become increasingly apparent. The interaction between rural schools and communities has existed in name only, and rural schools correspondingly lost the rural community support. The development of urbanization has changed the working field and living field of rural teachers. The characteristics of the institutionalization of rural schools are becoming more and more obvious and rural teachers’ are living more and more amphibious. Correspondingly, rural teachers’ “difference order field” of their daily life has made substantial changes. The connection between rural teachers and rural communities has experienced the process of “embedded--semi-disembedding--disembedding”. Rural teachers were once “cultural people” or “intellectuals” rooted in the countryside, and became “teachers” trapped in rural schools and estranged from rural society, and gradually becoming “professionals” or “dissociators” within the walls of rural schools. For the construction of rural teachers' identity, the influence of rural families and rural communities is increasingly superficial, in contrast, urbanized school management is increasingly playing a key role. The construction of the identity of rural teachers is increasingly characterized by “involution”.

In terms of identity understanding, urbanization has added some new identity symbols to rural teachers' self-interaction, such as "the People without social resources" as well as makes teachers' traditional interpretation of identity symbols useless. The symbols of rural teachers ’identity understanding are diverse, including the interpretation of school management system, peer evaluation, student expectations, parents and community requirements, etc. From the overall results, the identity understanding of rural teachers' is increasingly becoming “occupational orientated”. The “rural teacher ” identity is increasingly the same as that of the "teacher" with the de-contextualization of teachers’ identity understanding. In terms of identity assimilation, the "natural participation" identity assimilation is increasingly replaced by "obedient identity assimilation", but the teacher's agency is still an important factor affecting teacher's identity assimilation. From the perspective of student growth, using of the Internet Space to construct their own active space are the main ways of active teacher identity assimilation. Identity revision of rural teachers is behaved in combined forms such as aggressiveness, forced compromise, and resistance to sub-style affected by factors such as teachers ’educational beliefs, economic status differentiation caused by urbanization, commercialization of education, external disciplines, etc.

The characteristics of rural teachers' identity construction, such as "involution" and " de-contextualization ", are closely related to the fact that rural schools cannot serve as the mission of "cultural institutions" in rural society. Institutionalized rural schools have increasingly become the dispatched institutions of urban schools in the countryside, but have not become the driving force for the revitalization of the countryside. Only when rural schools are increasingly playing a diverse and active role in the development of rural society can the construction of the identity of rural teachers be improved and reformed.