民族地区乡村转岗幼儿教师身份建构的个案研究

A Case Study on the Job-transferred Kindergarten Teachers’Identity Construction in Rural Ethnic Areas

幼儿园转岗教师的身份建构不仅是成为一名幼儿教师的重要职业经历,也是推动幼儿教师专业发展的核心要素之一。该研究以一位乡村转岗幼儿教师转岗后的身份建构历程为例,探究民族地区幼师身份成功建构的动力因素。采用叙事研究收集个案资料,在对资料进行归类与情境分析的基础上,发现这名教师在转岗初期经历着从知识传授者到保教工作者、从学科教学者到多才多艺者、从成绩考评者到游戏陪伴者、从纪律约束者到安全守护者的多重角色身份冲突,面临职业身份误解。转岗过程中,本土优势与社会支持从外部层面为该教师文化身份与专业身份的积极建构助力,但外部力量的有效发挥离不开情感动能与正向身份理解从内部层面对该教师主体身份、职业身份建构的影响。研究所述个案中这名教师的身份建构表现出主动性与互动性特征,其身份建构历程可为民族地区乡村转岗幼儿教师的专业发展提供一定参考。

Identity construction of job-transferred teachers is not only an important way to become a preschool teacher,but also one of the core elements to promote the professional development of preschool teachers.The purpose of this study is to explore the dynamic factors of the successful construction of kindergarten teachers’identity in ethnic areas by taking the identity construction process of a rural jobtransferred kindergarten teacher as an example.Based on the classification and situation analysis of the data,the author finds that the teacher experienced multiple role identity conflicts during the initial period of job transfer in various aspects.In the process of job transfer,the local advantage and social support help the teacher’s cultural identity and professional identity construction from the external level,but the effectiveness of the external force can not be separated from the emotion and positive identity understanding from the internal level to the teacher’s subject identity,professional identity construction.The teacher’s identity construction shows the characteristics of initiative and interaction,and its identity construction process can provide a certain reference for the professional development of rural job-transferred kindergarten teachers in ethnic areas.