Study on the Practical Dilemmas and Development Pathways of Rural Physical Education Teachers in Embracing the Spirit of Educators from the Perspective of Field Theory

Abstract

Rural revitalization requires talent support. As participants and builders of this endeavor, rural teachers should enhance their professional development to provide an internal driving force for rural revitalization. Based on Bourdieu's field theory, this study employs a core analytical framework of “field-capital-habitus,” utilizing literature review and semi-structured interviews to systematically explore the practical dilemmas and developmental pathways for rural physical education teachers in embodying the spirit of educators. Findings reveal that rural physical education teachers confront three-tiered structural challenges:Capital-level deficiencies encompass cultural capital (insufficient professional development resources), economic capital (material resource scarcity, misappropriated class hours), and social capital (limited professional exchange, weak educational synergy); - Position-level marginalization within the hierarchical subject system results in lack of discourse power and identity crises;Habitus-level conflicts arise from the mismatch between urban-oriented educational models and local culture, leading to professional burnout and diminished developmental motivation. At the habitus level, conflicts arise from the mismatch between urban-oriented educational models and local rural cultures, leading to professional burnout and diminished developmental motivation. To address these challenges, this study constructs a systematic pathway framework: Building resource foundations through capital accumulation: Strengthen support via localized training, targeted investments, and urban-rural teaching research communities. - Reconstructing professional positioning as the key: Enhance teachers' voice through educational evaluation reforms, improved incentive mechanisms, and expanded social functions. Relying on practice reshaping as the engine, it cultivates educators' commitment to rural communities through integrating local culture and developing localized curricula; ensuring multidimensional coordination as the safeguard, it strengthens policy linkage and technological empowerment to improve institutional support. This study extends teacher development research to the social structural level. The constructed“Capital-Position-Habitus” trinity analytical framework provides theoretical reference for related research. The proposed practical pathways offer guidance for the professional development of rural physical education teachers, educational policy formulation, and enhancing the quality and efficiency of rural physical education. It holds significant importance for advancing rural education revitalization and grounding the spirit of educators in rural settings.