实习教师社会化过程中的教师角色认知转变研究

发布时间：2018-08-25 12:32

【摘要】：随着教育教学事业的不断发展，教师专业发展、职业社会化问题已经成为了解决学校教育问题，影响教育改革深化的关键因素之一，而作为教师职业社会化的开端，实习教师在教育实习过程中的社会化问题也逐渐走入人们的研究视野。教师这一社会角色的扮演是实习教师社会化过程中的重要核心，因此实习教师在社会化过程中对于教师角色的认知情况发生了怎样的转变，对于帮助我们进一步深入了解实习教师的职业社会化过程有很大的意义。本文基于对于本文基于对社会化、社会角色理论概念的理解和掌握以及对于已有实习教师社会化、角色认知方面研究的梳理和分析，进而将实习教师对于教师角色的认知维度划分为：教师角色的知能认知、教师角色与其他群体关系的认知、教师角色道德规范与职责的认知三个维度。在此基础上，，笔者自行设计问卷收集数据，通过前测与后测的数据分析、对比，对D大学师范生的在实习过程中所发生的角色认知转变情况进行了解。另外通过前后期访谈以及对于总结会议的会议记录，对影响实习教师社会化过程中角色认知转变的影响因素进行分析与归纳。最后提出帮助实习教师在社会化过程中形成正确角色认知的几点建议。本研究发现:第一，与参与教育实习前相比，实习结束后，实习教师在教师角色知能维度、教师角色与外界关系维度的认知方面都发生了重视程度提高的认知转变，而在教师角色规范与职责维度，实习教师的重视程度发生了略微的下降。第二，在教育实习期间，影响实习教师社会化过程中角色认知的主要影响因素包括人和环境两大方面。其中人的因素包括个体自身形成和他人造成的影响因素两种，如个体的早期经验、从教热情或是实习环境中的指导教师、学生和同伴实习教师；环境的因素则分为学校环境和班级环境，学校环境中的校园文化与管理建设，班级中的客观条件和教学资源等都会对实习教师社会化过程中的角色认知转变产生影响。最后，研究者总结了角色认知转变与实习教师社会化的紧密联系，主要表现为：角色认知转变呈现社会化发展的规律性，角色认知转变受社会化发展影响因素的影响，角色认知转变结果影响社会化过程的发展。并提出了前培养实习教师的角色化意识，遵循实习教师社会化规律及时进行帮助、指导，以及优化中小学指导教师选拔等建议。
[Abstract]:With the continuous development of education and teaching, the professional development of teachers, the problem of vocational socialization has become one of the key factors to solve the problems of school education and influence the deepening of educational reform, and as the beginning of the socialization of teachers' profession, The socialization of intern teachers in the process of educational practice has gradually entered people's research field of vision. The role of teacher as a social role is the core of the socialization process of intern teachers, so what kind of changes have taken place in the cognition of teachers' roles in the process of socialization. It is of great significance to help us to further understand the process of professional socialization of intern teachers. This paper is based on the understanding and mastery of socialization, social role theory, and the research on socialization and role cognition of existing intern teachers. Furthermore, the cognitive dimensions of the teacher's role are divided into three dimensions: the cognition of the teacher's role, the cognition of the relationship between the teacher's role and other groups, the moral norm of the teacher's role and the cognition of the teacher's duty. On this basis, the author designed a questionnaire to collect data, through pre-test and post-test data analysis, compared to the D University normal students in the practice process of role cognition changes occurred to understand the situation. In addition, through the interview before and later period and the meeting minutes of the summing up meeting, this paper analyzes and sums up the factors that affect the change of role cognition in the process of socialization of intern teachers. Finally, some suggestions are put forward to help intern teachers form correct role cognition in the process of socialization. The findings are as follows: first, compared with before participating in the educational practice, after the practice, the intern teachers have taken a cognitive change in the cognitive aspects of the dimension of teachers' knowledge and ability, the dimension of teachers' role and the relationship between teachers and the outside world. However, in the dimensions of teachers' roles and responsibilities, the importance of intern teachers has declined slightly. Secondly, during the period of educational practice, the main factors that affect the cognition of role in the socialization of intern teachers include two aspects: human and environment. There are two kinds of human factors, such as the individual's early experience, the enthusiasm of teaching or the guidance teacher in the practice environment, the student and the peer intern teacher. The factors of environment can be divided into school environment and class environment, campus culture and management construction in school environment, objective conditions and teaching resources in class will affect the transformation of role cognition in the socialization process of intern teachers. Finally, the researcher summarizes the close relationship between the transformation of role cognition and the socialization of intern teachers, which mainly shows that the transformation of role cognition presents the regularity of socialization development, and the change of role cognition is influenced by the factors affecting the development of socialization. The result of the change of role cognition influences the development of socialization process. The author also puts forward some suggestions such as cultivating the role consciousness of intern teachers, following the rules of socialization of intern teachers to help, guide and optimize the selection of guiding teachers in primary and secondary schools.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G652.4

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