The Dilemma and Breakthrough of Professional Development for Teachers in Rural Small-scale Schools from the Perspective of Field Theory

Rural education development serves as an intrinsic driving force for rural revitalization, with the professional development of teachers in small rural schools being a critical component of this advancement. Currently, the professional growth of these educators faces significant challenges, including a lack of professional and cultural identity, insufficient specialized knowledge and skills, and inadequate training support. This study, grounded in Bourdieu's field theory, analyzes factors influencing professional development through three dimensions: field rules, teacher habitus, and capital divides. It proposes improvement strategies: reshaping the educational field, refining teacher habitus, and enriching developmental capital. Ultimately, these approaches aim to overcome challenges and achieve professional growth.