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This narrative inquiry explores a beginning teacher’s counter story experiences in a high-needs secondary school in rural China. The study examines storied data culled from interviews, observations, and digital photos and videos of the participant’s daily life. The research intent was to discover how the participant teacher lived counter stories with his students and teacher colleagues amid the competing and conflicting dominant narratives inside and outside the school. The study discusses how teacher reflection, ‘intelligent rebellion’, and teacher community are related to a teacher’s sense of self and construction of counter stories. This research provides local, national and international insights into teacher retention and development in a professionally challenging rural school landscape.

A beginning teacher’s living of counter stories in a high-needs school in rural China