摘要
基于扎根理论,本研究采用半结构式访谈法对一所幼儿园15位一线教师进行了深度访谈,通过对访谈资料的编码发现,该园教师专业发展路径一般分为三种模式:个体主导模式、园本主导模式和行政主导模式。其中个体主导模式可以分为教师自身层面和以师傅、园长、资深教师为代表的同事层面;园本主导模式可以分为园内业务学习和外出学习活动;行政主导模式可以分为G区层面的业务学习和N市层面的业务学习。据一线教师反映,这些路径对提升幼儿教师专业发展水平具有重要意义,同时也不乏可调整之处。
Based on grounded theory approach,using semi- structural syllabus,this research conducted in- depth interviews with 15 teachers from one kindergarten. According to the coding results,the professional development paths of kindergarten teachers can be divided into three modes: individual leading mode,kindergarten leading mode,administration leading mode. Individual leading mode consists of two levels: frontline teacher themselves and their colleagues.Kindergarten leading mode consists of kindergarten- based research and other professional learning. Administration leading mode consists of professional learning from G- district level and N- municipal level. According to frontline teachers' feedback,these paths are quite significant to improve kindergarten teachers' professional development. At the same time,further adjustments could be made as well.
出处
《中国人民大学教育学刊》
2016年第3期46-60,共15页
Renmin University of China Education Journal
基金
江苏高校品牌专业建设工程资助项目(项目编号:PPZY2015A004)
教育部卓越幼儿园教师培养计划资助项目"鹤琴之旅--研究型幼儿园教师培养改革项目"
关键词
幼儿教师
专业发展路径
扎根理论
Kindergarten teacher
Professional development path
Grounded theory approach
