基于身份认同的乡村教师专业成长理论模型构建

The construction of theoretical model of rural teachers’ professional growth based on identity

乡村教师的专业成长既要指向一般教师专业成长的“教师专业素养”功能性发展,也要兼顾乡村教师专业成长中表现出来的身份认同态度性发展.乡村教师专业成长的基本要素主要包括有关乡村教师的政策要素、各级教育主管部门及乡村学校营造的环境因素以及乡村教师作为主体自我驱动的个人因素.基于乡村教师专业成长的基本要素分析,把“政策引力”“环境助力”和“内生动力”分别作为三条主轴,建构乡村教师专业成长理论模型的三维架构.其中“政策引力”主要包括加大投入、吸引人才和完善服务保障,支撑着乡村教师的身份认同观念;“环境助力”主要包括创设优良环境、开展教研活动、夯实业务培训以及强化专业成长评价等,帮助乡村教师生长身份认同情感;“内生动力”主要包括厚植乡村教育情怀、加强自我身份认同、发挥潜能成就自我等方面,与乡村教师的身份认同互补联动,相得益彰.

The professional growth of rural teachers should not only point to the functional development of"teachers’professional accomplishment"of general teachers’professional growth,but also take into account the identity development shown in the professional growth of rural teachers?The basic elements of rural teachers’professional growth mainly include the policy elements of rural teachers,the environmental factors created by education departments at all levels and rural schools,as well as the personal factors of rural teachers as the main body?Based on the analysis of the basic elements of rural teachers’professional growth,this paper takes"policy attraction",environmental assistance"and"endogenous motivation"as the three main axes to construct the three-dimensional framework of the theoretical model of rural teachers’professional growth?Among them,"policy attraction"mainly includes increasing investment,attracting talents and improving service guarantee,supporting the identity concept of rural teachers,while"environmental assistance"mainly includes creating a good environment,carrying out teaching and research activities,tamping professional training and strengthening professional growth evaluation,etc.,to help rural teachers grow identity emotion?"Endogenous motivation"mainly includes planting rural education feelings,strengthening self-identity,giving full play to potential to achieve self and so on,which complement each other with the identity of rural teachers.