民族地区外来幼儿教师留任的推拉力量与作用机制研究——基于进藏幼儿教师的案例考察

Study on the “Push and Pull” Force and Mechanism of Non-native Preschool Teachers in Ethnic Areas: Researcch Based on Case Studies of Preschool Teachers in Tibetan Region

民族地区的外来幼儿教师作为民族地区学前教育事业发展的重要力量,他们的留任问题直接影响民族地区学前教育师资的稳定性与整体水平,并影响着民族地区学前教育质量的整体提升。本研究以进藏幼儿教师为研究对象,采用质性研究范式,通过访谈、自传、观察法相结合的方式收集一手资料,基于“推—拉”理论视角考察进藏幼儿教师这一特殊群体的留任历程,探寻其留任的影响因素及作用机制。研究发现,影响进藏幼儿教师留任的“拉力”因素与“推力”因素并存,教师留任意愿在“推”与“拉”的两种力量角逐中不断游移。为保障进藏幼儿教师的高质量留任,需要采取全方位、一体化措施改善留任状态。因此,制度保障、组织支持、个体自觉三个方面都应受到关注。

Non-native preschool teachers act as an important force in the development of preschool education in ethnic areas. The issue of their staying directly affects the stability and overall level of preschool education teachers in ethnic areas, and affects the overall improvement of the quality of preschool education in those areas.This study takes the preschool teachers in Tibet as the research object, adopts the qualitative research paradigm, and collects the first-hand data through conducting interview, autobiography and observations. Based on the perspective of “push and pull” theory, the article reviews the process of their staying of the special group of preschool teachers in Tibet, and explores on the influencing factors and action mechanism of their staying.The research finds that the “pulling”factors and “pushing” factors that affect the staying of preschool teachers in Tibet coexist, and the willingness of teachers to stay is constantly shifting under the two forces of “push” and “pull”.In order to ensure the high-quality staying of preschool teachers in Tibetan region, it is necessary to take comprehensive and integrated measures to improve teachers’ staying status, and pay attention to the institutional guarantee, organizational support and individual self-consciousness.