非师范专业人员转行从教:过程动因与作用机制——基于扎根理论的分析

Motivation and Mechanism of Becoming Teachers from Unprofessionally Trained Background:An Analysis Based on Grounded Theory

教师资格制度开放化改革后,大批非师范专业人员走上教师工作岗位,成为我国教师队伍的重要来源。对于非师范人员而言,转行从教意味着需要经历一个职业转换的复杂社会心理过程。通过对23名非师范类教师进行深度访谈,运用扎根理论方法对访谈资料进行系统梳理和三级编码,构建出非师范人员转行从教的动因模型。非师范人员转行从教是一个从前职业认知到教师职业认知、前自我认知到教师自我认知的转变结果,这一认知转变过程受到来自政策环境、社会关系和个体经历等情境因素的作用推动。根据教师职业认知与教师自我认知的匹配模式差异,将非师范人员转行从教划分为坚定型从教、权宜型从教和迷茫型从教三种类型。非师范人员转行从教不单独是个体性质的职业选择,也非纯粹市场经济条件下的职业转换,其背后带有深刻的本土体制性痕迹,面临着从教动机分化和异化的双重问题,既在结构中行动又同时以行动形塑新的结构。

Since the reform of teachers’qualification,a large number of unprofessionally trained teachers(UTTs)have taken up school posts.Becoming teachers means UTTs need to go through a complex social and psychological career transition.Through in-depth interviews with 23 UTTs,this study constructs a motivation model of UTTs’career transition,which is the result of the formation of teachers’profession-cognition and self-cognition.The cognitive transformation process is driven by situational factors including policy environment,social relations and individual experience.According to the matching pattern between profession-cognition and self-cognition,the model of UTTs’career transition can be divided into three types:firm teaching,expedient teaching and confused teaching.Career transition of UTTs is not only an individual choice under pure market economy,but also a social result of local environment.UTTs are faced with dual problems of differentiation and alienation of teaching motivation,whose action is shaped by the structure and is shaping a new structure at the same time.