情境利用与资源获取:生态系统视角下职校专家型教师专长分析

Situational Use and Resource Acquisition: Analysis of the Expertise of Vocational School Expert Teachers from the Perspective of Ecological System

生态系统视角下,职校专家型教师的优势和专长体现为对生态情境的充分利用和对内外资源的有效获取。访谈25位职校专家型教师,考察影响其职业生涯的3个最关键事件,从情境与资源两个维度,基于四级系统编码,分析成长特点与专长,结果显示,新手期和熟练期是教师发展的两个关键转折期。专家型教师的优势表现为对学校情境和以学校为核心的学校-学校、学校-企业情境资源的积极获取;不足表现为,过度依赖学校情境,对政府、社会、企业、家庭等情境的利用比较欠缺。职校教师对工具性资源的利用多于情感性资源,同一情境可能引发不同程度和性质的资源获取。

From the perspective of ecological system, the strengths and expertise of vocational school expert teachers expressed as making full use of the ecological situation and effective acquisition of internal and external resources. Through interviewing 25 vocational school expert teachers, three key events affecting the development of occupation were researched. From the two dimensions of context and resources, based on the four level system coding, the growth characteristics and expertise were analyzed. The results showed that the new period and the skilled period were the two key stages for the development of teachers. The advantages of expert teachers were the positive acquisition of school situation and school-school, school-enterprise situational resources. The disadvantages were that over dependence on the school situation, and short use of the government, society, business, family and other situations. The use of tool resources was more than emotional resources, and the same situation may lead to different degrees and nature of resource acquisition.