摘要
职前教师在实践场景中应对现实冲击的学习日益成为研究关注点,然而其学习过程与运行机制目前却少有研究触及。研究采用质性研究方法,以活动理论的四级矛盾为框架,分析职前教师从大学到中小学校的跨界学习过程。研究发现,以职前教师为主的活动系统呈现四级矛盾:一级矛盾体现为在大学教师教育者和实践导师两系统影响下,职前教师对成为什么样的教师产生矛盾;二级矛盾体现为职前教师面对理论学习方式(工具)与学习目标间(客体)的矛盾;三级矛盾为“一体化”先进活动与职前教师学习活动间出现矛盾;四级矛盾为职前教师深入实践后的学习与学校规范系统间的矛盾。研究发现,四级矛盾分析与解决的过程可以帮助职前教师更好地面对现实冲击,并产生有意义的学习。
Drawing on the framework of Activity Theory,this study analyzes the contradictions that student teachers encounter among different activity systems and how these contradictions are resolved during the practicum.Multiple sources of data were collected,including interviews and documents.Data analyses revealed four levels of contradictions:the primary contradiction between the university-based teacher educators,mentors and student teachers.The secondary contradiction between imparting theory and teacher learning.The tertiary contradiction between the impact of school regulation system on"new teachers".The theoretical and practical contradictions faced by student teachers were driving forces for their learning.The study may offer insights about nurturing student teacher learning and overcoming contradictions in similar joint activities.
作者
贺文洁
李琼
黄嘉莉
HE Wenjie;LI Qiong;HUANG Jiali(College of Teacher Education,Capital Normal University,Beijing,100048,China;Center for Teacher Education Research of Beijing Normal University,Key Research Institute of Humanities and Social Sciences for Universities,Ministry of Education,Bejing,100875,China;Academy of Plateau Science and Sustainability People's Government of Qinghai Province&Beijing Normal University,Xining,Qinghai,810016,China)
出处
《教师教育研究》
北大核心
2023年第4期81-87,共7页
Teacher Education Research
基金
教育部人文社会科学重点研究基地重大项目“中国教师教育质量的评价体系研究”(19JJD880001)
北京市教育委员会人文社会科学研究计划一般项目“实践导师专业素养模型构建与影响机制研究”(SM202210028002)阶段性成果。
关键词
职前教师
学习矛盾
活动理论
实践场景
student teacher
learning contradiction
activity theory
practicum
