职业教育“双师型”教师职业使命的结构与养成路径——基于扎根理论视域

Study on the Structure and Formation Paths of Vocational Mission of“Dual-qualification”Teachers in Vocational Education Based on Grounded Theory

明确职业教育“双师型”教师的职业使命是促进职业教育教师队伍理性发展的基础。教师职业使命具有强烈的自觉性与主体性特征,因此本研究采用扎根理论质性研究方法,对10名职业院校“双师型”教师围绕“职业使命”主题进行访谈,进而对访谈文本进行编码分析,构建“双师型”教师职业使命“三位一体”模型——培养学生职业技能的使命、涵养学生专业性情的使命、关照学生职业发展的使命,且不同职业使命之间相互作用、相互影响、相互渗透。应以“双师型”教师的个体自觉为动力、专业素养为基点、工作世界为场景,促进职业教育“双师型”教师养成职业使命。

It is the basis of promoting the rational development of teachers to make clear the vocational mission for“dual-qualified”teachers in vocational education.The vocational mission of teachers is characterized by strong consciousness and subjectivity.Therefore,this study adopts the qualitative research method of grounded theory to interview 10“dual-qualified”teachers in vocational schools around the theme of“vocational mission”,and then carries out coding analysis on the interview texts.The“trinity”model of“dual-qualified”teachers’professional mission is constructed——the mission of cultivating students’vocational skills,the mission of cultivating students’professional temperament,and the mission of caring for students’career development.Different professional missions interact,influence and penetrate with each other.We should take the self-consciousness of“dual-qualified”teachers as the driving force,the professional quality as the base point,and the working world as the scene to promote“dual-qualified”teachers in vocational education to develop their professional mission.