职业认知逆差视域下的教师入职培训误区、归因及改进

Misunderstandings,Attribution and Improvement of Teacher Entry Training Based on the Perspective of Vocational Cognitive Deficit

由于培训者和新教师在职业认知方面的理解不同,教师入职培训存在着理论认识、示范课效能和职业信念等三方面的逆差。其症结在于培训者将新教师定位于按既定模式、方法和程序操作、执行的技术人员;将教师入职培训定位于在内容上追求完美性、无限性,在形式上唯报告、讲座、观摩是从的灌输性训练。为此,培训者应反省和新教师之间的职业认知逆差,超越教师的技术角色窠臼,强化新教师作为人的职业认同教育;立足新教师职前教育和职后发展的成长契机,开展衔接性培训;摒弃报告、讲座、观摩为代表的大班灌输性培训,代之以工作坊和案例教学等张扬教师职业实践属性的主体性培训。

Due to the different understanding of vocational cognition between trainers and new teachers,there are three deficits in teacher induction training:theoretical understanding,demonstration course effectiveness and professional belief.The crux of the problem is that the trainers position the new teachers in the technical personnel who operate according to the established mode,method and standard,and pursue perfection,infinity in content,only report,lecture and observation in form.Therefore,trainers should reflect on the deficit of vocational understanding between new teachers,transcend the stereotype of teacher technical role,strengthen the professional identity education of new teachers as human beings,carry out cohesion training based on the development opportunity of new teachers before and after service,abandon the large class infusion training represented by reports,lectures and observation,and replace them with the subjective training of teacher professional practice attributes,such as workshops and case teaching.