教师专业素养内涵结构和群体认同差异的调查研究

A Survey on the Connotation Structure and Group Identification of Teachers' Professional Quality

以素养为核心的专业发展模式诠释了教师专业化的时代内涵,表达了教师群体实现专业持续发展的内在诉求。通过对教师的开放性调查,采用扎根理论进行自下而上的分析表明,教师的专业素养内涵可聚类为教师品格等4个一级范畴,进而可归结为教育情怀等12个二级范畴。独立样本检验显示,男女教师在一级范畴的认同上基本一致,但在若干二级范畴上存在显著性差异;职前教师和在职教师,以及不同教龄教师在一级范畴和二级范畴的认同中都存在显著性差异。研究表明,教龄较短教师的教育情怀存在波动,缺乏教学实践经历的职前教师更看重知识本身,而随着教龄的增加,教师更重视教师信念对教学的影响。

The mode of teacher professional development with the core of literacy is the connotation of the times of teachers’professionalization,which expresses the inherent requirements of teachers to achieve sustainable professional development.In order to clarify the connotation structure of teachers’professional quality,an open survey of teachers is conducted.After a bottom-up analysis using Grounded Theory,4 main categories and 12 sub categories are obtained.Independent sample test shows that there is no significant difference between male and female teachers’recognition in the first level,but there are significant differences in the recognition of some second categories.Pre-service teachers and in-service teachers,as well as teachers of different ages,have significant differences in the recognition of the first level and the second level.This shows that teachers’educational feelings will fluctuate with shorter teaching age and pre-service teachers who lack teaching experience emphasize more on knowledge itself.However,with the increase of teaching age,teachers will pay more attention to the influence of teachers’beliefs on teaching.