赋权理论视角下公费师范生对教师职业的认知与选择

Government-Funded Normal University Students’Cognition and Choice of the Teaching Profession from the Perspective of Empowerment Theory

了解公费师范生在师范教育期间对教师职业的认知发展变化过程,发掘有利于公费师范生形成职业认同的积极因素,这对优化公费师范生政策、评估实施效果具有重要意义。通过访谈某部属师范大学的42名公费师范生,基于赋权理论分析发现,公费师范生在接受师范教育期间对教师职业的认知与选择,是面对弱权状况的个体开启自我意识觉醒、积极寻求对话、获得教师职业意义、最终自主选择从教的赋权过程。对此,师范院校应做好如下工作:加强入学教育,唤醒师范生准教师的身份意识;创造对话机会,培养师范生对教师职业的理性认识;弘扬师范文化,强化公费师范生的从教信念。

It is of great significance to understand the cognitive development and changing process of government-funded normal university students on the teaching profession during the normal education period, and to explore the factors that are conducive to the formation of the positiveidentification of government-funded normal university students on the teaching profession for the evaluation of the policy of government-funded normal university students and the optimization of the implementation of the policy.Through interviews with 42 government-funded normal university students from a normal university under the Ministry of Education, based on the empowerment theory analysis, we found that the cognition and choice ofgovernment-funded normal students during the time of receiving normal education, is the empowerment process of facing weak powercondition, self-awareness awakening, actively seeking dialogue, gaining teachers’ professional meaning and independently choosing to teach. Therefore, normal universities should strengthen entrance education, create opportunities for dialogue, and cultivate normal students’ rational cognition on the responsibilities and difficulties of teaching profession, construct normal culture and strengthen teaching belief of government-funded normal university students.