从企业到学校:高职院校跨界教师专业发展机制探究——基于社会认知职业理论视角

From Enterprises to Vocational Colleges: A Study of the Professional Development Mechanism of Cross-Boundary Teachers in Higher Vocational Colleges——Based on the Social Cognitive Career Theory Perspective

来自企业的跨界教师(以下简称“跨界教师”)是高职教师的重要组成部分,他们的专业发展和职业成长是新时代教师队伍改革和发展的关键任务。职业教育的本质属性构成了跨界教师专业发展的应然逻辑起点与实然发展基础。本研究基于社会认知职业理论,深入剖析了四位跨界教师的专业成长,探究了跨界教师经历的新手-熟练-胜任-能手四个阶段的发展路径,发现了自我效能、绩效目标、自我管理、工作环境、企业与政府支持对跨界教师专业发展的关键影响,揭示了影响跨界教师专业发展的机制。研究发现:个人自我效能感、结果期待推动了跨界教师的职业适应;以全程性的教学反思和跨界专业资源优势释放为重点的自我管理成为跨界教师入校后个体专业教学实践能力提升的关键因素;“产教交融”式的专业发展模式是跨界教师实现职业教育专业教师“双元”能力均衡的有效路径。基于研究结论,本研究提出促进跨界教师专业发展的建议:制定职业院校引进高质量企业技术技能人才的有效措施以优化跨界教师的引进与培育;建立系统完善的跨界教师职后培训体系;提供跨界教师“双元”能力均衡发展平台;创设跨界教师专业发展的支持环境。

The cross-boundary teachers from enterprises(hereafter referred to as cross-boundary teachers) are essential to higher vocational education teachers. Their professional development and growth are crucial for the reform and development of teachers in the new era. The essential attributes of vocational education form the theoretical starting point of logical analysis and the practical development foundation for the professional development of cross-boundary teachers. Based on the social cognitive career theory(SCCT), this study deeply analyzes four cases of cross-boundary teachers’ professional development in Polytechnics. It explores the development path of cross-boundary teachers in four stages(novice-advanced beginner-competent teacher-proficient teacher). The analysis shows that self-efficacy, performance goals, self-management, working environment, and support from business and government play critical roles in the professional development of cross-boundary teachers, revealing the law and mechanism of cross-boundary teachers’ development. Specifically, it finds that self-efficacy and outcome expectation have promoted cross-boundary teachers to adapt to their new profession more quickly. Self-management, especially the whole-course teaching reflection and the release of cross-boundary professional resources, has become a critical factor for cross-boundary teachers to improve their practical teaching ability. The professional development model integrating enterprises with vocational schools is an effective way to realize the balanced development of the dual-ability of cross-boundary teachers in the vocational education field. Based on the findings, this paper puts forward the following suggestions to ensure the professional development of cross-boundary teachers: establishing standards and norms for the recruitment of high-quality enterprise technical talents to facilitate the enrollment and training of cross-boundary teachers, building a systematic orientation training system for cross-boundary teachers, promoting the integrated development of dual-ability of cross-boundary teachers, creating a supportive environment for professional development of cross-boundary teachers, and fostering a social environment to attract high-quality enterprise technical talents to engage in vocational education.