摇摆的天平:高校青年教师学术发展的冲突与平衡——基于扎根理论的质性研究

The swinging balance:conflict and balance in the academic development of young college teachers——qualitative research based on grounded theory

青年教师是高校发展的中坚力量,代表着未来教师队伍的学术活力。聚焦高校青年教师学术发展的冲突与平衡问题,通过访谈14位青年教师,以教师专业发展的“冰山模型”为理论视角,构建教师学术发展“冲突—平衡”模型。研究发现,第一,高校青年教师学术发展存在认知、情感和行动系统的冲突。在认知系统上,青年教师对学术职业特质和学术价值的感知不一致,表现为“志”与“职”的冲突;在情感系统上,青年教师产生学术发展动力的情感矛盾,表现为“卷”与“躺”的冲突;在行动系统上,青年教师学术行动方向不一致,表现为“学”与“术”的冲突。此外,三个系统之间互相影响,各系统内部的冲突也影响到其他系统的平衡状态。第二,为应对学术发展的冲突,高校青年教师产生三类平衡策略,即重构认知、增强正面情感体验和发展相对最优的行动策略。

Young college teachers are the backbone of the development of universities and represent the academic vitality of future teachers groups.The study focused on the issues of conflict and balance in the academic development of young college teachers.Using the“iceberg model”of teacher professional development as a framework and grounded theory as a methodology,the study constructed an“academic development conflict-balance”model through interviews with 14 young teachers.The study primarily reached two conclusions.First,there are conflicts at the cognitive,affection and behavior systems in the academic development of young college teachers.Young college teachers have contradictory perceptions of the nature of academic profession including“ambition”and“vocation”.They have contradictory motivation for academic development including“involution”and“laying down”.Besides,the academic action direction of young teachers is inconsistent,which is manifested as the conflict between“theory”and“practice”.Second,they have developed three types of strategies to maintain balance,including reconstructing cognition,enhancing positive emotional experiences,and developing optimal behavior strategies.