乡村卓越教师学习力如何实现“在地化”塑造

How “Localize” Shaping the Learning Ability of Outstanding Rural Teachers

本文采用解释性个案研究,从组织牺牲、联结和匹配视角,探索乡村卓越教师学习力如何实现“在地化”塑造。研究发现:“高负荷”离职成本所加剧的组织牺牲感,反向激活教师学习驱动力;“共游式”群际关系所催生的组织联结感,正向唤醒教师学习互惠力;“融通性”发展取向所增进的组织匹配感,立体提升教师学习接纳力。乡村卓越教师学习力的“在地化”塑造,需要增强兼具“赋权增能”和“家园关怀”的学校组织支持,创设彰显“合作共生”和“知识共享”的学校组织氛围,建构深嵌“乡土情怀”和“创新意识”的学校组织愿景。

This study adopts an explanatory case study approach to explore how outstanding rural teachers' learning ability is locally shaped from the perspectives of organizational sacrifice, connection and alignment. The study finds that the intensified organizational sacrifice due to “high-load” resignation costs inversely activates teachers' learning drive;the organizational connection generated by “co-experiential” interpersonal relationships positively awakens teachers' learning reciprocity;and the organizational alignment enhanced by “integrative” development orientation comprehensively enhances teachers' learning acceptance. The localization of outstanding rural teachers' learning ability requires greater support from school organizations that are both empowering and caring, as well as the creation of a school organizational atmosphere that emphasizes “cooperative symbiosis” and “knowledge sharing”, and the construction of a school organizational vision deeply embedded with “local sentiment” and “innovative awareness”.