学校里的“陌生人”:交流轮岗教师身份建构的类型学分析

“Strangers” in School:Typological Analysis of the Identity Construction of the Rotated Teachers

交流轮岗打破了教师专业生活的制度边界。作为流入校的"陌生人",交流轮岗教师在思考自己参与流动的意义、新环境中的社会关系与专业行为中进行着身份建构。借鉴陌生人社会学的有关理论,采用个案研究方式,以两所城乡对口交流学校的交流轮岗教师为研究对象,发现交流轮岗教师与新情境之间存在多种关系和互动可能。"旅居者""边缘人""新来者"是交流轮岗教师身份建构的亚类型。交流轮岗教师的身份建构是个体主动性和社会结构相互作用的结果。这既有效透视了交流轮岗教师的专业生存境遇,也揭示了影响教师能量发挥的因素,为政策实施提供了实践依据。

Rotation breaks institutional boundary of teacher’s professional life.As＂strangers＂in another school,rotated teachers construct their identity by considering the meaning of participating into rotation,social relationships and the identity construction in professional practice in a new environment.Based on the relevant theories in the sociology of the strangers,the study used case study and interviewed all of the rotated teachers in 2 schools.The study found that there were multiple relationships and interactions between rotated teachers and host schools.＂Sojourner＂,＂Marginal man＂and＂Newcomer＂were the three types of identity of rotated teachers.The identify construction of the rotated teachers were the results of the interaction between the personal agency and the social structure.This study provides a new perspective of understanding the professional life of rotated teachers and the factors associated with the proliferation of teacher capability,which provides empirical evidence for the policy implementation.