Double marginalization: an ethnographic-ecological analysis of rural PE teachers’ professional development between urban and underdeveloped areas

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Ethnographic analysis reveals resource disparities impact rural physical education teachers' professional growth, suggesting systemic interventions.

Rural physical education teachers face significant professional development barriers due to urbanization and resource disparities, affecting their well-being.
Key findings indicate that urbanization policies create structural barriers, while teachers’ professional autonomy influences their adaptive strategies.
The study employed an ethnographic methodology, combining ecological and bioecological frameworks to analyze the teachers' professional development.
Proposed multilevel interventions highlight the need for differentiated policies, organizational support, and individual empowerment to enhance educational equity.

Yan et al. (2025) studied this question.

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Ethnographic analysis reveals resource disparities impact rural physical education teachers' professional growth, suggesting systemic interventions.