寻求“位育”的“辩证法”——乡村定向师范生的“身份—能动性”探究

The Quest for the Dialectic of Adaptation——A Study on the Identity-Agency of Rural-Oriented Pre-service Teachers

身份和能动性之间具有“链式反应”关系。乡村定向师范生的身份认同和能动性普遍较低,但其中仍存在着一类特殊群体:他们身份认同的观念形态具有抵抗性,而实践形态却呈现积极性。借助质性分析进一步探究这一现象,探索其身份分化的形成机理以及专业能动性得以可能的情境性条件后发现:乡村“污名”制造观念性抵抗,“非自愿契约”导致原生自主性受压抑,从而形成“叛逆者”的身份暗面;学校式惯习、组织承认、情感现场与情感标识等条件的耦合推动从“原生自主性受制”向“专业能动性释放”的辩证转化,造就“好学生”的明面身份。“位育”的“辩证法”可以概括这一“身份—能动性”形式。本研究可与既有的教师情感、韧性、自主性等话题形成对话空间,并为公费师范教育提供启示。

Between identity and agency, there is a chain-reaction effect. As to rural-oriented pre-service teachers, they generally have low professional identity and agency. Even so, there are still such a part of rural-oriented pre-service teachers whose ideas of identity are resistant while its practices are active. Drawing on qualitative research methods, we scrutinize this phenomenon to explore why their identity differentiation happens and what role the professional agency plays in this identity differentiation. We found that the rural stigma created resistances in their mindsets, and the involuntary contracts caused the suppression of prior autonomy, thus forming the dark side of the identity of “rebel”. However, the coupling of scholastic habitus, recognition from organizations, emotion scenes, and emotion markers promoted the dialectical transformation from “suppressed prior autonomy” to “released professional agency”, and cultivate a visible identity of “good student”. The “dialectic of adaptation” can summarize this form of identity-agency. This paper may advance relevant topics, such as teacher emotion, resilience, and autonomy, and provide some recommendations for Free Teacher Education.