专家型教师的理想指标、发展历程与关键动力——基于扎根理论的模型建构

Ideal Indicators, Development Stages, and Critical Motivation of Expert Teachers--Model Construction based on Grounded Theory

教育高质量发展需要大量专家型教师的引领,深化专家型教师成长规律的研究对于提升我国教师队伍素质具有重要意义。采用扎根理论的方法,对17位专家型教师进行深度访谈,并对其所提供的资料进行文本分析,采用开放编码、主轴编码、选择性编码三级编码的方式进行提炼,抽取“理想指标”“发展历程”“关键动力”三个核心类属。研究发现:专家型教师的理想指标包括“精神境界”“教育教学”“研究创新”“示范引领”四个一级指标和若干二级指标;专家型教师的发展历程要经历“职业初心—困境挑战—自我反思—学习图强—发展提升—教育理想”六个阶段,据此构建专家型教师的发展历程模型;专家型教师成长的内生动力在于“直面挑战—持续学习—解决问题—追求理想”的专家思维,其外在动力在于学习共同体文化的支持。

High quality development of education requires a large number of expert teachers, so it's extremely important to explore the growth patterns of expert teachers.Grounded theory method was adopted to conduct in-depth interviews and textual analysis with 17 expert teachers, and three core categories of “ideal indicators”, “development history”, and “internal and external dynamics” were extracted by using open coding, spindle coding, and selective coding.Research has found that the ideal indicators for expert teachers include four primary indicators: “spiritual realm”, “education and teaching”, “research innovation”, “demonstration and guidance”, and several secondary indicators.The development process of expert teachers should go through six stages: “initial career aspiration-challenges in difficulties-self reflection-learning motivation-development improvement-educational ideals”.Based on this, a development process model for expert teachers can be constructed;The internal driving force for the growth of expert teachers lies in the expert thinking of “facing challenges, continuous learning, problem-solving, and pursuing ideals”, while the external driving force lies in the support of learning community culture.