实习教师职业认同的叙事研究

发布时间：2018-09-13 11:26

【摘要】：教师职业认同是教师个体对于自身职业的一种积极的态度,强烈的职业认同是教师职业生涯中最为稳定的动力。纵观已有研究,对教师职业认同的研究主要集中在在职教师,而较少关注实习教师。实习教师的职业认同是实习教师对未来职业的感知,其职业认同的高低直接关系到他们的职业选择,影响他们的稳定与发展。笔者也作为一名实习教师,承担教学工作,对实习教师的故事能够感同身受,这也是笔者最初研究的动力。本研究以不同性别、专业的四位实习教师作为研究对象,采用叙事研究方法,结合访谈和实物收集,选取了影响实习教师职业认同的关键事件和关键人物进行分析。研究中呈现了四位实习教师在实习中的教育故事,每位实习教师的实习经历都不可复制,但是都具有思考性和探索性,这些故事可以唤起读者的共鸣与思考。研究主要采用半结构性访谈和个别访谈的形式,通过研究对象自己讲述以及研究者的追问,深入被研究者的内心世界。本研究中职业认同的维度包括职业认知、职业情感以及职业行为,职业认知是对教师这个职业的基本认识,包括教师应具备的知识、技能等,是职业认同的基础;职业情感是实习教师关于教师职业的热情、信念,是否被实习学校真诚接纳,以及师生关系的情感,是职业认同的核心;职业行为是指实习教师为了自我发展和职业发展而形成的基本的教育教学能力,包括通过听课、“磨课”、和教学反思等形成的能力,是认知和情感的体现。研究者通过对四位实习教师的叙事得出结论:关键事件是实习教师职业认同的双刃剑,重要他人是实习教师职业认同的催化剂,实习学校的环境是实习教师职业认同的外部助力,职业幸福感是实习教师职业认同的内在驱动力。根据结论,研究者从三个维度提出相关建议与对策,主要从师范学校、实习学校和实习教师个体来进行叙述,以期对实习教师职业认同的确立提供有针对性的策略。
[Abstract]:Teachers' professional identity is a positive attitude towards their own profession, and a strong professional identity is the most stable motive force in their professional career. Throughout the previous studies, the research on teachers' professional identity is mainly focused on in-service teachers, but less on intern teachers. The professional identity of intern teachers is their perception of the future occupation. The level of their professional identity is directly related to their career choice and affects their stability and development. As an intern teacher, the author undertakes the teaching work and can share the story of the intern teacher, which is the motive force of the author's initial research. In this study, four intern teachers of different genders and specialties were chosen to analyze the key events and key characters that affect the professional identity of intern teachers by using narrative research methods, interviews and physical collection. Four intern teachers' educational stories are presented in the study. Each intern teacher's experience can not be duplicated, but all of them are reflective and exploratory. These stories can arouse the readers' resonance and thinking. The research mainly adopts the form of semi-structured interview and individual interview, through the research object's own narration as well as the researcher's inquiry, the research goes deep into the researcher's inner world. In this study, the dimensions of professional identity include professional cognition, professional emotion and professional behavior. Vocational cognition is the basic understanding of the profession of teachers, including the knowledge and skills teachers should possess, which is the basis of professional identity. Vocational emotion is the core of professional identity of intern teachers' enthusiasm, belief, whether accepted by practice school, and the emotion of teacher-student relationship. Professional behavior refers to the basic educational and teaching ability formed by intern teachers for their own development and professional development, including the ability formed by listening to classes, "grinding lessons", and teaching reflection, which is the embodiment of cognition and emotion. Through the narration of the four intern teachers, the researcher concludes that the key events are the double-edged sword of the intern teachers' professional identity, and the important others are the catalysts of the intern teachers' professional identity. The environment of the internship school is the external help of the intern teachers' professional identity, and the occupational happiness is the internal driving force of the intern teachers' professional identity. According to the conclusion, the researcher puts forward the relevant suggestions and countermeasures from three dimensions, mainly from the normal school, the practice school and the intern teacher individual to carry on the narration, in order to provide the pertinence strategy to the internship teacher profession identity establishment.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G451

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