教师职业理解与认识的质性研究——以中小学骨干教师为例

A Qualitative Research on Teacher's Vocational Understanding——A Case Study of Backbone Teachers in Primary and Middle School

本研究运用访谈方法,选择11名骨干教师作为研究对象,分析骨干教师职业理解与认识的现状并提出相应建议。研究发现:骨干教师认同并践行教师职业对学生个体发展的价值,但部分骨干教师未能从社会发展的角度来看待和实施教育行为;骨干教师具备比较强的个人教学效能感,但在一般教育效能感上存在不足;骨干教师具有比较高的职业幸福感,但普遍反映压力指数偏高,幸福感受到影响;骨干教师成长是内外因素共同作用的结果,"关键人物"和"关键事件"发挥了重要作用;大部分骨干教师具有自主发展意愿,但自主发展的意识并不强烈,方向也不明确,缺乏具体详实的职业规划,部分教师进入职业倦怠期。

This study chose 11 backbone teachers as the research object to analyze vocational understanding through interview and put forward the corresponding Suggestions. The study found that the backbone teachers agreed with the value of teacher＇ s occupation to student individual development and practiced it, but part of the backbone teachers failed to view and implement education behavior from the perspective of social development; Backbone teachers had strong personal teaching efficacy, hut had shortcomings on self-efficacy of general educationin ; Backbone teachers had high professional happiness, but generally reflected the high pressure index, which affecting professional happiness ; Backbone teachers＇ growth was the result of joint action of internal and external factors, ＂key figures＂ and ＂critical incidents＂ have played an important role ; Most backbone teachers had independent development intention, but independent development consciousness was not strong, the direction was not clear, they lacked specific detailed career planning, part of the teachers entered into vocational burn- out.