学前教育专业师范生眼中“好”的教育实习指导——基于扎根理论的探索性分析

Perceptions of“Good”Teaching Practicum Supervision Among Preschool Education Majors:An Exploratory Analysis Based on Grounded Theory

教育实习是学前教育专业师范生形成教育实践能力的关键,勾勒学前教育专业师范生眼中“好”的实习指导特征,能为高质量教育实习指导提供参考。采用跟踪与横断相结合的访谈方法搜集50名学前教育专业师范生实习的经验性体验资料,依据扎根理论对访谈资料进行三级编码,建构以“条件-过程-结果”为框架的教育实习指导模型。研究发现,以具有教育正念、业务精湛和指导自觉的教育实践者为指导教师是“好”的教育实习指导发生的前提条件;注重环境适应与实践能力形成的指导内容、结构化与序列化的指导策略是教育实习指导的过程要素;实习获益感是教育实习指导的结果标准。据此提出选择优秀的教育实习指导者、优化实习指导过程、重视指导结果的动态反馈等建议,以提高教育实习指导质量。

The teaching practicum is essential for developing the practical skills of university students majoring in preschool education.This study explores the characteristics of effective teaching practicum supervision as perceived by undergraduate students majoring in preschool education.The goal is to transform these attributes from an unclear and ambiguous collection into a well-defined framework to enhance the quality of teaching practicum supervision.An interview method that integrated both longitudinal and cross-sectional approaches was used to collect empirical data on teaching practicums from 50 undergraduate students majoring in preschool education.The interview responses were systematically analyzed using a three-level coding method based on grounded theory.With Gagne's learning theory as a framework,we developed a model for optimal teaching practicum supervision as perceived by these students,organized into three components:“condition-process-outcome”.This model asserts that having exceptional practitioners who embody educational mindfulness as mentors is essential for effective teaching practicum supervision.Key characteristics of effective supervision include emphasizing environmental adaptation,fostering the development of practical skills,and utilizing structured and systematic strategies.A sense of benefit serves as the benchmark for evaluating the quality of supervision.The effectiveness of teaching practicum supervision can be improved by three key strategies:appointing exemplary mentors,streamlining the supervision process,and prioritizing the dynamic feedback on supervision outcomes.