关照自己：我国高职院校文化课教师职业发展研究

发布时间：2018-06-09 02:22

本文选题：高职院校文化课教师 + 场域　；参考：《天津大学》2016年博士论文

【摘要】：高职院校文化课教师的职业发展是决定我国高等职业教育改革创新成败的关键因素,对他们生存状况及其发展需求的深入研究,涉及我国高校教师发展政策有效性的基本命题。高职院校教师属于高校教师,却有着不同于普通高校教师的特点,用普通高校教师管理规范于高职院校教师管理,难于激励高职院校教师尤其是文化课教师,促进其职业发展。本研究遵循质性研究扎根理论的研究设计路径,选取我国高职院校中的数位教师作为研究对象,采用深度访谈和实地观察等方法,深入教师的现实生活,获取大量的一手资料,通过归纳基础上的“深描”,全面呈现高职院校文化课教师的日常工作、现实生活图景及其复杂的内心世界。研究借鉴布迪厄的场域理论,从“场域”、“资本”与“惯习”等视角,视高职院校为物理空间与意义空间融合而成的特定场域,高职院校文化课教师所处位置和所持立场,他们所参与“资本”竞争的方式、生成的“惯习”与拥有的资本等显现其中;同时,处于该场域中的高职院校文化课教师所处位置、形成的惯习和拥有的资本等如何影响其行为策略并再制约他们职业生存的场域。通过职业生存场域的形成与再制的分析,揭示高职院校文化课教师的职业发展。通过质的研究,研究者得出如下结论:我国高职院校并非纯粹处于探究真理的学术共同体之中。教师被有形或无形的力量边缘化,被隔离或散落于主流文化之外,他们在经济收入、教学与科研,管理及心理等各个方面遭遇着一系列“现实的冲击”与现实困境,他们的态度、立场并非是导致其职业发展的决定因素,高职院校的场域中的位置决定他们的立场;学校管理制度是高职院校文化课教师获取文化资本的重要障碍,阻碍他们取得学术权力,获得合理的经济资本。唯功利的价值追求与工具化的学校管理,强化和维持着高职院校文化课教师不公平的职业生存境遇;高职院校文化课教师职业生存的现实境遇消弭了其职业发展的主动性,导致其职业角色认同的障碍。
[Abstract]:The professional development of cultural teachers in higher vocational colleges is the key factor to determine the success or failure of the reform and innovation of higher vocational education in China. The in-depth study of their living conditions and their development needs involves the basic proposition of the effectiveness of the development policy of teachers in colleges and universities in our country. Teachers in higher vocational colleges belong to college teachers, but they are different from ordinary university teachers. It is difficult to encourage teachers in higher vocational colleges, especially cultural teachers, to promote their professional development by regulating teachers' management in higher vocational colleges. This research follows the research and design path of the qualitative research rooted theory, selects the digital teachers in the higher vocational colleges of our country as the research object, adopts the methods of in-depth interview and field observation, goes deep into the real life of the teachers, and obtains a lot of first-hand data. Through "deep drawing" on the basis of induction, the daily work, real life picture and complex inner world of culture teachers in higher vocational colleges are presented in an all-round way. From the perspective of "field", "capital" and "habit", this paper studies the special field of higher vocational colleges, which combines physical space and meaning space, and the position and position of cultural teachers in higher vocational colleges. The way they participate in the competition of "capital", the "habit" generated and the capital they own, and so on; meanwhile, they are in the position of cultural teachers in the field of higher vocational colleges. How the habit and capital influence their behavior strategy and restrict their field of professional existence. By analyzing the formation and remaking of vocational survival field, this paper reveals the professional development of culture teachers in higher vocational colleges. Through qualitative research, the researcher draws the following conclusion: higher vocational colleges in our country are not purely in the academic community of exploring truth. Teachers are marginalized by tangible or invisible forces, segregated or scattered outside the mainstream culture. They encounter a series of "realistic shocks" and practical dilemmas in the fields of economic income, teaching and research, management and psychology, etc. Their attitude and position are not the decisive factors leading to their career development. The position of higher vocational colleges determines their position in the field, and the school management system is an important obstacle for cultural teachers in higher vocational colleges to acquire cultural capital. It hinders them from gaining academic power and reasonable economic capital. The pursuit of utilitarian value and the instrumental management of schools strengthen and maintain the unfair living conditions of cultural teachers in higher vocational colleges, and the actual situation of teachers' professional survival in higher vocational colleges eliminates the initiative of their professional development. The obstacles that lead to their professional role identity.
【学位授予单位】：天津大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G715.1

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