多重认同叠合机制:新教师专业发展角色冲突的和解路径

Multi-identity Superposition Mechanism:The Reconciliation Path of Roles Conflict for Novice Teachers’ Professional Development

新时代教育改革情境中新教师的多重认同彰显了个体与时代命运的深度关联。本研究运用质性研究方法探究当前时代新教师面临的多重角色挑战,揭示他/她们在"成为一名教师"过程中的困境与互动,进而展现其专业发展过程中的冲突与和解。研究发现,当"多重角色"和"角色丛"交织时,个案新教师经历了角色冲突到角色融合的复杂演化过程。新教师受到工作压力、专业发展、重要他人、身份归属、职业认知、地区教育组织的培训及其政策等多方面影响,建构出多重认同叠合机制。该机制呈现阶段性动态变化的复杂性特征,同时存在"内生与外生、积极与消极、调节与制约、能动与结构"的共生状态,相互之间不断转化并促进新教师的专业发展。

Against the new era of educational reform,novice teachers’ multi-identity shows a deep relationship between individual and society.This study is aimed at probing into four novice teachers’ multi-roles facing challenges by tracing back to their career experiences and state of life at the very beginning as a new teacher,uncovering their dilemma and interactions,conflicts and compromises,as well as reconciliation in the process of "being a teacher" in the new era.The qualitative research methodology and case study approach were adopted.It was found that novice teachers experienced a complex process from role conflict to role fusion when multi roles and role sets were interwoven together.With the influence of work pressure,professional development,significant others,identity attribution,occupational understanding as well as professional training and policy held by regional educational institute,the novice teachers built up the multi-identity superposition mechanism with a mutualistic transformation state of being "internal and external,positive and negative,regulative and restrictive,agent and structural" synchronously.Only in this way,the novice teachers’ professional development had been realized.