因势而动:教师轮岗交流的行动逻辑

To Make a Move According to the Situation:The Action Logic of Teacher Exchange Program

轮岗交流将教师置于流入校的特殊场域,轮岗教师行动表征着轮岗交流制度的实施效果。作者通过对5名轮岗教师展开深度访谈,观察其在流入校的行动表现,并结合社会学的行动理论,对教师轮岗交流的行动逻辑展开探究。研究发现,教师在轮岗交流中遵循着"因势而动"的行动逻辑,在不同情境、面对不同主体,轮岗教师们采取了不同的行动策略:面对学生,他们始终直面挑战为其提供因地制宜的教学;面对流入校教师,他们按规定开展示范引领,在得不到积极反馈后则走向被动保守;面对学校,他们一面在"前台"遵从规定,一面在"后台"表达不满。这种行动逻辑基于下列行动条件形成,一方面激励措施的落实为轮岗教师安于职守提供了保障,另一方面专业保障的缺位又限制了其专业发展引领的开展。轮岗教师行动效能的提升需要轮岗交流制度将重心转至导引轮岗教师专业价值的发挥,更需流入校搭建轮岗教师资源利用的平台,亦需进一步提高轮岗教师的专业领导力。

The teacher rotation/exchange program implemented in China places teachers in a special field of the host schools where they are dispatched and work as temporary teachers,and the actions of the exchanged teachers represent the effect of the implementation of the rotation/exchange system.This study conducted in-depth interviews with five exchanged teachers and observed their performance in their host schools. Combined with the action theory of sociology,the research explored the logic of action for the rotational exchange of teachers. It is found that the exchanged teachers follow the action logic of "acting in response to the situation"in their host schools. In different situations and facing different people,the exchanged teachers have adopted different action strategies. In their interaction with the students,they always face challenges directly,adapting their teaching to the local conditions;in their interaction with their colleagues in the host schools,they try their best to perform their duty to demonstrate them the advanced teaching philosophy and methods,and when they do not receive positive feedback from their host-school colleagues,they become passive and conservative;in their interaction with their host-schools,they comply with the regulations in the "front stage"and express their complaints in the "backstage". This kind of action logic is based on the following action conditions. On the one hand,the implementation of incentive measures provides a guarantee for exchanged teachers to work conscientiously at their posts,and on the other hand,the lack of professional guarantees restricts their fulfilment of the role as teacher educators. The improvement of the action efficiency of exchanged teachers requires the rotation/exchange system to shift its current focus to guiding the development of the professional value of exchanged teachers,and more importantly the host schools have to build a platform for making the best use of the resources brought about by the exchanged teachers,and it is also necessary to further improve the professional leadership of the exchanged teachers.