中小学初任教师的情绪困惑——基于情绪劳动视角的教育民族志考察

Emotional Confusion of Primary and Secondary School Teachers——An Investigation of Educational Ethnography from the Perspective of Emotional Labor

本研究基于一项为期3年的中小学初任教师培训项目,以情绪劳动理论为视角,采用教育民族志研究方法,对初任教师表现的情绪伪装、情绪偏差、情绪失调3大类16种情绪困惑进行描述和解释,寻找情绪困惑与情感规则和教师身份的内在关联。结论表明:当代社会转型对教师情感能力的要求明显提高;教师情感整饰是必要性与适度性的合一;警惕学校情感规则异化,减少教师情感困惑发生。

Based on a 3-year training program for elementary and secondary school teachers,this study,from the perspective of emotional labor theory,uses the educational ethnography research method to describe and explain 16 kinds of emotional confusions in three categories:emotional camouflage,emotional deviation and emotional disorder,and to find the internal relationship between emotional confusion and emotional rules and teacher identity.The conclusion shows that the requirements of contemporary social transformation for teachers’emotional ability are obviously improved;Teachers’emotional decoration is the unity of necessity and moderation;Beware of alienation of emotional rules in schools and reduce teachers’emotional confusion.