中职学校教师自主发展研究

发布时间：2018-07-15 13:23

【摘要】：中职学校长远发展主要依靠教师队伍的建设,教师成长水平直接影响中职学校发展水平。围绕中职学校教师专业发展问题,职教理论界从关注到广泛重视,应该说已经产生了一批有价值的成果,但不可忽视的是,关于教师自主发展问题——这一关乎教师成长最为关键的研究,却少之又少,这影响到了教师教育理论的实践价值,导致中职学校教师在自我生涯规划中缺乏可供必要的理论指引和案例示范。基于这样的背景,本研究选取了五位中职学校教师为研究对象,他们处于不同的专业发展阶段,研究者通过收集他们在教育信念、教学技能、专业知识、学生管理等方面的质性材料,力图从纵向上勾勒出中职教师在职业生活中的典型样态,寻找他们在自主发展时遇到的问题。研究发现,中职学校教师普遍存在一定程度的职业倦怠、专业理论水平不高、职后培训效果不理想以及职业认同感低等问题,按照成就动机理论与职业生涯规划理论的视角,我们发现问题产生的原因在于：一是教师缺乏自我监控、教学反思等自主成长的意识和能力；二是学校缺乏有效的教师培育机制；三是社会对中职教师的认可度不够,缺乏相应保障机制。在原因分析的基础上,本研究从教师个人、学校和社会三方面构建了教师自主发展的策略体系：一是教师采用正确归因、提升自我监控能力和教学反思等自主发展策略；二是学校采取创造良好教师文化氛围、教师成长机制、减轻教师负担等措施；三是社会提供保障机制和相应培训等有利条件。只有从以上三方面着力,从内到外促进中职学校教师自主发展,才能改善教师自主发展现状,使教师得到真正发展。
[Abstract]:The long-term development of secondary vocational schools mainly depends on the construction of teachers, and the level of teachers' growth directly affects the development level of secondary vocational schools. Focusing on the problem of teachers' professional development in secondary vocational schools, the theoretical circle of vocational education from concern to extensive attention, should be said to have produced a number of valuable results, but can not be ignored that, The question of teacher self-development, which is the most critical research on teacher growth, is rare, which affects the practical value of teacher education theory. As a result, secondary vocational school teachers lack the necessary theoretical guidance and case study in their own career planning. Based on this background, this study selected five secondary vocational school teachers, they are in different stages of professional development, researchers collect their educational beliefs, teaching skills, professional knowledge. The qualitative materials of student management try to outline the typical form of vocational teachers in their professional life and find out the problems they encounter in their independent development. The study found that teachers in secondary vocational schools generally have a certain degree of job burnout, professional theory level is not high, post-service training effect is not ideal, and low professional identity, according to the achievement motivation theory and career planning theory perspective. We find that the causes of the problems are: first, teachers lack self-control, teaching reflection and other self-growth awareness and ability; second, schools lack an effective teacher training mechanism; third, the society does not have enough recognition of secondary vocational school teachers. Lack of corresponding safeguard mechanism. Based on the analysis of the causes, this study constructs a strategy system of teachers' self-development from three aspects of teachers' individual, school and society: first, teachers adopt correct attribution, improve self-monitoring ability and teaching reflection; Second, schools should take measures to create good teacher culture atmosphere, teachers' growth mechanism and lighten teachers' burden; third, society should provide guarantee mechanism and corresponding training and other favorable conditions. Only from the above three aspects, from the inside to the outside to promote the teachers' self-development, can we improve the present situation of teachers' self-development and make the teachers get real development.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G715.1

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