高中青年教师职业认同的现状研究

发布时间：2018-01-15 12:10

本文关键词：高中青年教师职业认同的现状研究　出处：《广西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：教师职业认同关注的是以教师为主体,注重的是教师对于职业的感受,主要是从教师自身的专业发展意识和发展需求来探索教师专业发展的内在动力。教师只有从内心深处对教师职业认同,对于专业发展有了内在的需求和动力,才会更加积极主动的去提升自身专业能力,从而更好的获得专业发展。同时,教师职业认同也是教师开展专业教学实践的重要保障,因为教师职业认同可以引导教师有一个清晰准确的职业价值定位和职业理想,使教师在面对频繁的教育改革时有一定的专业自主性,既不固步自封,又不盲目跟从。特别是对于青年教师而言,更需要引导其对职业的认同。只有提高青年教师的职业认同,使青年教师从内心深处对教师职业有一个正确的价值认识和积极的情感态度,才会使其自觉主动的提升自身的专业发展,积极应对教育教学过程中所遇到的各种困难和挫折。本研究主要通过问卷法和访谈法,选取河南省襄城县的三所高中,对其约有300位左右的青年教师进行调查研究。本研究所要达成的目的主要有两个方面：1.探讨分析高中青年教师职业认同的现状,了解高中青年教师职业认同的形成和发展历程及其发展过程中的影响因素。2.寻找高中青年教师职业认同形成的途径,试图通过加强青年教师的职业认同促进其专业发展。本研究在分析已有教师职业认同的相关文献资料的基础上,并结合自身实地调研,将高中青年教师职业认同划分为四个维度：高中青年教师职业价值认同、高中青年教师职业情感认同、高中青年教师职业角色认同和高中青年教师职业行为倾向。通过实地调研访谈得知,高中青年教师职业认同形成的影响因素是多方面的,其中主要包括：青年教师个人因素(个性特点、家庭影响、专业兴趣、教学经验),学校环境因素(物质环境、人文环境、制度环境),社会环境因素(教师工资待遇较低；社会对于教师的期望过高；教育改革给青年教师带来的不适应)。最后,对于高中青年教师职业认同的形成主要提出了三方面的对策和建议：首先,在社会层面要营造尊师重教的社会风气,提高教师经济待遇,给予教师合理的期望；其次,‘在学校层面要实行民主科学化的管理,建立多元的教师评价体系,重视促进青年教师的专业发展；最后,在教师个人层面要促使教师形成积极的职业态度,提升教师自身专业发展,合理规划教师的职业生涯。
[Abstract]:Teachers' professional identity is concerned with teachers as the main body, focusing on teachers' feelings for the profession. Mainly from the teacher's own professional development awareness and development needs to explore the inherent motivation of teacher professional development. Teachers only from the heart of the professional identity of teachers, for professional development has an inherent need and motivation. Will be more proactive to enhance their own professional ability, so as to better obtain professional development. At the same time, teachers' professional identity is also an important guarantee for teachers to carry out professional teaching practice. Because teachers' professional identity can guide teachers to have a clear and accurate position of professional value and career ideal, teachers have a certain degree of professional autonomy in the face of frequent educational reform, which is neither self-imposed. Not blindly follow. Especially for young teachers, it is more necessary to guide their professional identity. Only to improve the professional identity of young teachers. Only when young teachers have a correct understanding of value and a positive emotional attitude towards the profession of teachers from the deep inside can they consciously and actively promote their own professional development. This study mainly through questionnaire and interview method, selected three high schools in Xiangcheng County, Henan Province. There are about 300 young teachers in this study. The purpose of this study is mainly to achieve two aspects: 1. Explore and analyze the status quo of high school young teachers' professional identity. To understand the formation and development of high school young teachers' professional identity and the influencing factors in the process of its development. 2. To find the way to the formation of high school young teachers' professional identity. This study attempts to promote the professional development of young teachers by strengthening their professional identity. This study is based on the analysis of the relevant literature of teachers' professional identity and combined with their own field research. The professional identity of young high school teachers is divided into four dimensions: high school young teachers professional value identity, high school young teachers professional emotional identity. High school young teachers' professional role identity and senior young teachers' professional behavior tendency. Through field research and interviews, we can see that there are many factors that affect the formation of high school young teachers' professional identity. The main factors include: personal factors of young teachers (personality characteristics, family influence, professional interest, teaching experience, school environment factors (material environment, humanistic environment, institutional environment). Social environmental factors (low salary of teachers; The expectation of teachers in society is too high; Finally, the paper puts forward three countermeasures and suggestions for the formation of professional identity of young teachers in senior high school. At the social level, we should create a social atmosphere of respecting teachers and attaching importance to education, improve the economic treatment of teachers, and give teachers reasonable expectations; Secondly, we should carry out democratic and scientific management at the school level, establish a pluralistic teacher evaluation system and attach importance to promoting the professional development of young teachers. Finally, we should promote teachers to form positive professional attitude, promote their own professional development, and plan their professional career rationally.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.1

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