非师范专业小学教师职业认同研究

发布时间：2018-11-12 11:07

【摘要】：近年来,我国教育改革逐渐深入,教师在教育关系中占主导地位,是教育改革的重要一环。教师能否全身心地投入到教育事业当中,很大程度上取决于教师自身对工作的满意度、幸福感以及成就感,而这些就是我们所说的教师的职业认同感。小学教师作为我国基础教育的践行者,他们的举手投足都会对学生产生很大影响,但根据调查显示,我国小学教师的职业认同感并不高,教师群体普遍存在职业倦怠、自我怀疑等问题。在这些小学教师中,非师范专业的教师占据了不小的一部分,他们不像师范专业教师那样接受过系统的教育专业学习,没有掌握扎实的教育理论基础和实践经验,在教育实际中往往会遇到更多问题,不免影响到职业认同度。而他们的职业认同水平是影响基础教育质量甚至教育改革发展的重要一环,同时也极大地影响着自身的专业发展。因此,本人把硕士毕业论文的研究内容拟定为:非师范专业小学教师的职业认同研究。本研究立足已有的有关教师职业认同的研究成果,在大量掌握现有研究的基础上,结合实际情况与本研究所需,编制了《小学教师职业认同的调查问卷》和有关访谈提纲,采用文献法、问卷法和访谈法等对小学教师职业认同情况进行了解,综合调查结果,总结不同特征的非师范专业小学教师的职业认同情况,对比师范专业小学教师和非师范专业小学教师的职业认同差异,并结合社会现实对存在的问题进行系统考察,探究背后原因,最后为提高非师范专业小学教师的职业认同水平提出若干建议。本研究共向河北省石家庄市以及周边县市的共十六所小学的320名教师发放了调查问卷,随机选取10位教师进行了访谈。调查结果如下:(1)从整体上看,石家庄市极其周边县市小学教师的职业认同水平较高;(2)非师范专业教师的职业认同水平显著低于师范专业教师;(3)不同特征的非师范专业小学教师在职业认同总体以及各个维度上存在差异,比如性别、年龄、教龄、职称、岗位性质等都对其职业认同水平产生显著影响。本人通过思考,结合现实,对调查结果的归因如下:(1)制度方面,教师招录政策偏向师范专业毕业生源;(2)社会方面,对非师范专业教师的专业水平存在质疑;(3)学校方面,更加重视师范专业教师;(4)教师自身,缺乏系统教育专业训练,专业认同建立时间短。根据调查结果和存在的问题,本文在最后提出了若干提高非师范专业小学教师职业认同的建议:(1)为非师范专业毕业生从事教师职业提供制度保障;(2)共同营造有利于非师范专业教师发展的社会环境;(3)学校管理者应注重和保障非师范专业教师的专业发展;(4)教师应调节心态,加强自身学习,提高专业水平和能力。
[Abstract]:In recent years, the education reform in our country has gradually deepened, the teacher occupies the leading position in the education relation, is an important link of the education reform. Whether a teacher can devote himself or herself to education depends to a great extent on the teachers' satisfaction with their work, their sense of happiness and their sense of achievement, which is what we call teachers' professional identity. Primary school teachers, as the practitioners of basic education in our country, will have a great impact on the students. However, according to the investigation, the primary school teachers' professional identity is not high, and there is widespread job burnout among the teachers. A question of self-doubt, etc. Among these primary school teachers, non-normal teachers occupy a large proportion of them. They have not received systematic education major learning as teachers do, and have not mastered solid educational theoretical foundation and practical experience. More problems are often encountered in education practice, which inevitably affects the degree of professional identity. Their level of professional identity is an important part of the quality of basic education and even the development of educational reform, and also greatly affects their own professional development. Therefore, I draw up the research content of master thesis as: non-normal major primary school teachers' professional identity research. Based on the existing research results on teachers' professional identity, and on the basis of a large number of existing studies, combined with the actual situation and the needs of this study, this study compiled the questionnaire of Primary School Teachers' Professional identity and the outline of relevant interviews. Using the methods of literature, questionnaire and interview to understand the status of primary school teachers' professional identity, and summarizing the professional identity of non-normal professional primary school teachers with different characteristics. Comparing the differences of professional identity between teachers majoring in normal schools and teachers of non-normal major primary schools, and making a systematic investigation on the existing problems in combination with the social reality, to explore the reasons behind them. Finally, some suggestions are put forward to improve the level of professional identity of non-normal major primary school teachers. A total of 320 teachers from 16 primary schools in Shijiazhuang City and surrounding counties in Hebei Province were given questionnaires and 10 teachers were randomly selected for interviews. The results are as follows: (1) the level of professional identity of primary school teachers in Shijiazhuang and its surrounding counties is high; (2) the level of professional identity of non-normal teachers is significantly lower than that of teachers majoring in teachers. (3) there are differences in the professional identity of non-normal school teachers in general and in different dimensions, such as gender, age, teaching age, professional title, post nature and so on, all of which have a significant impact on the level of professional identity. Through thinking and combining with reality, the author's attribution to the investigation results is as follows: (1) in the system, the teacher recruitment policy is biased towards the graduates of teachers' major; (2) in the social aspect, there are doubts about the professional level of non-normal teachers; (3) in school, teachers should pay more attention to teachers, (4) teachers themselves lack of systematic education training, and the time of establishing professional identity is short. Based on the investigation results and the existing problems, this paper puts forward some suggestions to improve the professional identity of non-normal major primary school teachers: (1) to provide system guarantee for non-normal major graduates to engage in teaching profession; (2) to create a social environment conducive to the development of non-normal teachers, (3) the school administrators should pay attention to and guarantee the professional development of non-normal teachers; (4) Teachers should adjust their mentality, strengthen their own learning and improve their professional level and ability.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.1

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