高校青年教师专业发展困境的质性研究——基于教师改变水平模型的分析

A Qualitative Study of Dilemmas in University Novice Teachers' Professional Development:Analysis Based on the Model of Levels of Change

高校青年教师专业发展会受其所处现实环境及与所处环境之间关系的影响。采取方便样本的数据收集方式,选取4位高校青年教师为研究对象,对其进行非正式访谈。结合高校教师专业发展的内涵和教师改变水平模型,以“深描”的方式,通过关键词提炼法和主题分析法,描绘高校青年教师专业发展状态。研究发现,“量化”和追求速度的学术环境影响了青年教师的学术行为;缺少“温度”的教学环境影响了青年教师的教学信念;复杂的管理环境影响了青年教师的身份认同,使得高校青年教师的专业发展陷入困境。提出应创设“学术性”的环境,促进高校青年教师学术研究能力的提升;尊重教师的教学信念,使高校青年教师在实践中实现教学相长;关注教师的生存状态,促进高校青年教师形成合理的身份认同。

The dilemmas in professional development of novice teachers are closely related to context and their cognition about the context.Informal interview was used to collect 4 convenient sample.In combination with the content of professional development of novice teachers and the model of levels of change,the state and appearance of professional development of novice teachers are restored by means of“deep description”and keyword extraction and theme analysis.It is found that overspeed academic context,improper and careless teaching task arrangement,complex context did have negative effects on their professional development and teacher identity formation all of which cause the dilemma of novice teachers' professional development.To alleviate those negative effects,academic environment is needed to promote novice teachers' academic development,teachers' teaching beliefs should be given top priority to benefit their both teaching and research;and teachers' personality is required to be involved to assist to shape teachers' identities properly.