实习指导者视角下学前教育专业师范生的职业承诺

A Study on the Commitment to Teaching of Student Teachers Majoring in Preschool Education from the Perspective of Internship Instructors

教师的职业承诺是教学工作和教育系统运作的核心。文章采用理论抽样与有目的抽样相结合的方式,选择新老两代共计22名幼儿园实习指导者,就学前师范生的职业承诺进行焦点小组访谈与个别访谈。研究发现,两代人共同将“爱孩子”看作对于学前师范生职业情感承诺的期待。年长一代实习指导者更加强调职业承诺的“利他”倾向,强调职业责任承诺的“奉献精神”以及扎根幼教事业的长期从教承诺。而年轻一代更加关注“个体”倾向,强调职业责任承诺的“自我价值”与多元的职业规划。基于此,我们需要转变对学前师范生的认识,把他们看作幼儿园实践中的积极能动者,从内部情感与外部责任教育两个方面提升学前师范生的职业情感承诺,支持学前师范生从实现自我价值的角度形成职业责任承诺,并基于学前师范生的自我需求,支持其长期从教的职业承诺。

Commitment to teaching is the core of teaching practice and education system operation.This study adopted a combination of theoretical sampling and purposeful sampling and selected 22 kindergarten internship mentors for focus group in⁃terviews and individual interviews with the questions about the commitment to teaching of student teachers in preschool educa⁃tion.The study has found that the two generations both regard“loving children”as the expectation for the professional affective commitment of student teachers majoring in preschool education.The older generation of internship mentors showed the“altruis⁃tic”orientation of commitment to teaching,which emphasized the dedication spirit of normative commitment,and the long-term teaching commitment rooted in preschool education.However,the younger generation showed the“individualized”orientation,which emphasized the formation of commitment to teaching from the perspective of self-value and diverse career plans.On this basis,we need to change our views on student teachers majoring in preschool education.We should regard them as active agents and enhance their professional affective commitment from two aspects of internal emotion and external responsibility education.We should also support them to form normative commitment from the perspective of realizing self-value,and support their longterm commitment to teaching based on their self-needs.