幼儿园初任教师专业自我的主体建构——基于教师脆弱性视角

The Subject Construction of Professional Self of Novice Kindergarten Teachers--from the Perspective Teacher Vulnerability Theory

专业自我的主体性水平是教师专业发展的根基,而脆弱性体验和应对深刻影响着教师的自我觉醒。采用个案研究,以“教师脆弱性”理论作为分析框架,动态谱写“专业自我”和“教师脆弱性”之间互动和调整过程,阐释了伴随着“外控式”的脆弱性冲击、“交互式”脆弱性游移到“内驱式”脆弱性拥抱的进阶,幼儿园初任教师专业自我实现由分离、碰撞到和解的成长。

The subjective level of professional self is the foundation of teachers’professional development.However,teachers’experiences of vulnerability and their responses have a profound impact on their self-awareness.With the teacher vulnerability theory as the analytical framework,this paper conducts a case study to explores the interaction and adjustment between“professiona l self”and“teacher vulnerability”,which includes three stages from being shocked by the external controlled vulnerability,interacting with the vulnerability and accepting the internal-controlled vulnerability.It finds that first-year kindergarten teachers have gone through separation,collision and reconciliation to realize their professional self.