嵌入式理论视域下公益组织介入乡村教师队伍建设路径研究

Research on the Path of Public Welfare Organizations Involved in the Construction of Rural Teachers from the Perspective of Embedded Theory

自《乡村教师支持计划(2015—2020年)》实施以来,乡村教师队伍建设整体水平得到明显提高,但乡村教师队伍建设仍存在资源匮乏、研修活动难以开展以及乡土文化不自信等问题。教育公益组织在介入乡村教师队伍建设时面临着乡村教师占有的“结构洞”偏少,获取专业发展资源有限;乡村教师与教师之间的“弱关系”存在,难以获得同行与专家的支持;乡村教师身份认同的“困惑性”,影响了乡村教师专业提升等现实困境。为提高乡村教师队伍水平,可借助嵌入理论作为分析框架,探寻教育公益组织介入乡村教师队伍建设的路径,即提升乡村学校资源博弈能力,保证乡村学校的资源存量;构建乡村教师专业发展共同体,强化乡村教师的社会关系网;加强乡村教师的管理,化解乡村教师专业身份认同危机。

Since the implementation of the“Rural Teacher Support Program(2015—2020)”,the overall level of team construction of rural teachers has been significantly improved,but there are still some problems in the construction of rural teacher team,such as lack of resources,difficulty in carrying out research activities and lack of confidence in local culture.When educational public welfare organizations are involved in the construction of rural teachers,they are faced with fewer“structural holes”occupied by rural teachers and limited access to professional development resources;there is a“weak relationship”between rural teachers and teachers,which is difficult to obtain the support of peers and experts;the“confusion”of the identity of rural teachers has affected the professional improvement of rural teachers and other realistic dilemmas.In order to improve the level of rural teachers,the embedded theory can be used as an analytical framework to explore the path of educational public welfare organizations involved in the construction of rural teachers,that is,to improve the ability of resource game in rural schools and ensure the stock of resources in rural schools;build a community for the professional development of rural teachers and strengthen the social network of rural teachers;strengthen the management of rural teachers and solve the crisis of professional identity of rural teachers.