基于扎根理论的职教教师专业知识学习路径探析

Exploring the Professional Knowledge Learning Paths of Vocational Education Teachers Based on Grounded Theory

专业知识是职教教师专业能力和专业发展的核心。通过运用质性研究方法中的扎根理论探究归纳职教教师学习专业知识的路径和特征,并借助NVivo12软件对访谈数据进行三级编码。研究表明,职教教师学习专业知识是一个动态的建构过程,学习专业知识的路径分为外部供给路径和个人能动路径两类。在研究结果的基础上,从职教教师专业知识学习原动力不足、职教教师专业知识学习的合作制度不全、职教教师培训体系供给侧与需求侧脱节等方面进行反思。促进职教教师专业知识的学习可从增加职教教师专业知识学习的动力来源、构建职教教师专业知识学习共同体、提高职教教师培训体系供给侧与需求侧的适配性等方面开展。

Professional knowledge is the core of the professional ability and professional development of vocational education teachers.By using the grounded theory in qualitative research methods,the path and characteristics of vocational education teachers’learning professional knowledge are explored,and the interview data is coded in three levels with the help of Nvivo12 software.The results show that the learning of professional knowledge by vocational education teachers is a dynamic constructive process,and the path of learning professional knowledge is divided into two categories:external supply path and personal initiative path.Based on the research results,this paper reflects on the insufficient source of motivation for vocational education teachers’professional knowledge learning,incomplete collaborative system of professional knowledge learning for vocational education teachers,the incomplete cooperation system for vocational education teachers’professional knowledge learning,and the disconnect between the supply side and demand side of the vocational education teachers training system.The promotion of vocational education teachers’learning professional knowledge can be carried out from the aspects of increasing the motivation source of vocational education teachers to learn professional knowledge,building a professional knowledge learning community for vocational education teachers,and improving the adaptability of the supply side and demand side of the vocational education teachers training system.