體驗區
|
| 篇名 |
新建公办初中青年教师职业认同波动的案例研究
|
| 並列篇名 |
A Case Study Research of Why Young Teachers Professional Recognition Fluctuated in Newly-built Public Middle School
|
| 作者 |
熊万曦(XIONG Wan-xi)
、高文心(GAO Wen-xin)
|
| 中文摘要 |
如何帮助青年教师克服职业认同波动，建设比较稳定且高质量的教师队伍是新建公办初中校长遇到的棘手问题。本文运用质性的案例研究法，对西部某省会城市A初中的16位教师和校长进行访谈，研究发现青年教师在职业认知、职业心态、职业发展、职业回报等方面的感受以及随之发生的行为变化是导致其职业认同波动的主要原因。为保障新建公办初中的稳定发展，教育行政部门和学校需建立预警机制识别青年教师的职业认同波动，学校应积极提升青年教师的职业归属感和专业能力，青年教师则应主动调适职业心态，政府需在教师聘任制度方面创新，各级学校应尽早对学生进行生涯教育。
|
| 英文摘要 |
How to help young teachers overcome fluctuations in professional identity and build a relatively stable and high-quality teaching team is a thorny problem encountered by the principals of newly-built public middle schools. This paper used qualitative case study research method to interview 16 young teachers and a principal of a middle school in a provincial capital city in the west part of China. The research finds that young teachers ’ professional identity fluctuates, and their perceptions on professional cognition, professional mentality, professional development, and professional return and the consequent behavior changes are the main reasons for fluctuation. To ensure the stable development of newly-built public middle schools, an early warning mechanism needs to be established to identify fluctuations in young teachers, professional identity； schools should actively promote young teachers, sense of professional belonging and professional abilities, and young teachers should actively adjust and stabilize their professional mentality； the government needs to innovate the teachers hiring rules； schools of different layers should offer life planning education before they go to the job market.
|
| 頁次 |
083-089
|
| 關鍵詞 |
职业认同
、青年教师
、新建公办初中
、professional identity
、young teachers
、newly-built public middle school
、CSSCI
|
| 卷期 |
32:5
|
| 日期 |
202009
|
| 刊名 |
教師教育研究
|
| 出版單位 |
北京師範大學、華東師範大學、高等學校師資培訓交流北京中心
|
|
相關文獻 :
客服信箱