中国式情、理、法的平衡——基于教育实习中两难空间的叙事分析

Balancing Emotion,Principles,and Laws in China:Narrative Analysis of Dilemmatic Spaces during School Placement

职前教师在教育实习中时常会陷入两难空间。本研究从386名职前教师撰写的“两难叙事”中发现,实习期间遭遇的两难情境主要涉及家校关系、同侪关系、师生关系,进而通过探究教育生态系统的结构性问题,包括规则冲突、利益偏差、供需失衡、角色游移,最终提炼出“中国式情、理、法的平衡”作为超越两难空间的本土概念。从教育实习中的两难空间窥见教师专业工作的复杂性,建议教师教育者回应职前教师专业发展需要,通过专业化的实习指导超越两难空间的束缚,助力教师教育高质量发展。

Pre-service teachers often drop in dilemmas during school placement.The study analyzes the“narratives of dilemmas”written by 386 pre-service teachers during their school placement,then finds that pre-service teachers encountered different dilemmas including home-school relationships,peer relationships,and teacher-student relationships,which orient to dilemmatic spaces involving four structural issues of rule conflict,interest deviation,supply and demand imbalance,and role wandering.Furthermore,we extracted a local concept of“balancing emotion,principles,and laws in China”to explain the structural tensions hidden in the dilemmas.The study enlightens teacher educators to understand the professional development needs of pre-service teachers and to achieve quality teacher education through the professionalization of mentoring.