幼儿园教师愿景发展的驱动机制研究——基于模糊集定性比较分析

A Study on the Driving Mechanism of Kindergarten Teachers' Visions Development—Based on Fuzzy-set Qualitative Comparative Analysis

教师愿景是教师关于未来理想工作实践的图景,是影响教师主动持续有效发展的重要因素。本文以辽宁省沈阳市515名幼儿园教师为研究对象,采用模糊集定性比较分析(fsQCA)方法,探讨驱动教师愿景发展的内外机制及其作用路径。研究发现,驱动幼儿园教师愿景高水平发展的前因组态共有8种构型,可分为两大类型:一是“支持—投入”主导的A类型,此类型主要受愿景外部机制主导,因受到积极的组织支持感以及对工作的高度投入所产生;二是“设想—规划”主导的B类型,此类型的出现主要受愿景内部机制所构成的影响,因理想的设想和合理的规划主导所产生。其中,愿景实践感是驱动教师愿景发展的最主要因素。因此,幼儿园教师需从自身对角色、教育教学、幼儿发展的理解来描绘对未来理想工作实践的清晰图景,并设计具体明确的目标及策略,同时配合园所组织的积极支持以及自身工作的高度投入,更重要的是要增强自身的愿景实践感,才能更好地驱动幼儿园教师愿景的高水平发展。

Teachers'vision is an image of ideal classroom practice.It is an important factor influencing teachers'active,sustainable and effective development.Based on 515 samples of the kindergarten teachers in Shenyang City,the research is conducted with the Fuzzy-set Qualitative Comparative Analysis(fsQCA)to explore the internal and external mechanisms that drive the development of teachers'visions.The results show that there are eight antecedent configurations of driving teachers'visions development.The configurations can be divided into two types:A"support-input"type,mainly dominated by the external mechanism,caused by the positive sense of organizational support and high commitment to work;B"vision-planning"type,mainly influenced by the internal mechanism,caused by ideal vision and reasonable planning.Through the analysis of different types of teachers'visions development paths,it is found that the sense of vision practice is the most important factor.Therefore,it is suggested that kindergarten teachers should draw a clear picture of their future ideal work practice based on their own understandings about roles,education and teaching and children's development,design specific goals and strategies,and cooperate with the active organization support and high level of work engagement.Most importantly,enhancing the sense of vision practice among kindergarten teachers is essential to effectively drive the high-level development of their professional visions.