究竟是什么影响了乡村教师网络研修参与——基于扎根理论的质性分析

What Influences Rural Teachers'Engagement in Online Training—A Qualitative Analysis Based on Grounded Theory

教育数字化转型背景下,网络研修已经成为乡村教师持续专业发展的新常态,而参与动机不强、参与度不高及参与效果不佳是当前乡村教师网络研修面临的普遍问题。反观现有研究中“究竟是什么影响了乡村教师网络研修参与”这一基础性问题却始终没有得到回答,进而影响了乡村教师网络研修实践的改善。据此,研究采用基于扎根理论的质性分析方法,对32名乡村教师进行了深度访谈,运用Nvivo11质性分析软件对访谈资料进行三级编码,归纳总结乡村教师网络研修参与的影响因素。乡村教师网络研修参与受到来自环境、活动及个体内在心理三个方面因素的综合影响。其中,活动设计和技术平台是影响乡村教师网络研修参与的直接因素,教育情怀、努力期望、文化氛围和条件支持是影响乡村教师网络研修参与的主要因素,制度规范和效用预期是影响乡村教师网络研修参与的根本因素。需要警惕的是,外部制度规范的压力较高,而教师自身效用期望的水平较低,导致了当前乡村教师网络研修中普遍存在的“高参与率、低参与度”的悖论现象。

Online training has become the new norm for rural teachers'continuous professional development in the context of digital transformation of education.However,weak motivation,low engagement and poor effectiveness are the common problems faced by rural teachers in online training.In fact,the basic question of"what on earth influences rural teachers'engagement in online training"has remained unanswered,which in turn affects the improvement of rural teachers'online training practice.Therefore,this paper adopts a qualitative analysis method based on grounded theory to conduct in-depth interviews with 32 rural teachers,uses Nvivo11 qualitative analysis software to code the interview data at three levels and summarizes the influencing factors of rural teachers'engagement in online training.It is found that rural teachers'engagement in online training is influenced by a combination of multiple factors,such as environment,activities and individual internal psychology.Among them,activity design and technical platform are the direct factors that affect rural teachers'engagement in online training.Educational passion,effort expectation,cultural atmosphere and condition support are the main factors affecting rural teachers'engagement in online training.Institutional norms and utility expectations are the fundamental factors affecting rural teachers'engagement in online training.It should be vigilant that the high pressure of external institutional norms and the low level of teachers'own utility expectations have led to the paradoxical phenomenon of"high participation rate and low engagement"that prevails in current rural teachers'online training.