中职新教师职业适应的叙事研究

【作者】 张磊；

【导师】 冯加渔； 陈鹏；

【作者基本信息】 陕西师范大学 ， 教育硕士（专业学位）， 2018， 硕士

【摘要】 随着国家经济实力日益雄厚,社会对高素质的技能型人才的诉求与日俱增,而作为培养技能型人才的主力军——中等职业学校的教育质量也吸引了越来越多的关注。中职新教师是承担中职教育的重要主体,是教师专业发展的关键时期,是教师队伍中不可或缺的一部分;她(他)们的加入为中职教师队伍增添了新鲜血液,为其注入了活力与朝气。但是,处于这一阶段的教师相比其他阶段更容易受到冲击,更加脆弱、不稳定,她们要完成从受教育者到教育者的蜕变,实现角色转换,形成身份认同,为教师专业发展奠定良好的基础,所以新教师如何快速、稳定、健康的度过职业适应期,已经成为当前十分迫切需要解决的问题。为了能够更加深入细致的了解中职新教师这一群体,本研究以“中职新教师职业适应的叙事研究”为题,选择了 S省一所职业中学X校的两名从业时间在1-3年的新教师G老师和K老师为研究对象,并主要采用“质”的研究中的“叙事研究”以访谈法为主,深入到教师赖以生存的、具体的教学现场之中,以更为切近的距离,深入观察、了解、体悟教师日常教学言行背后的深度意义及困惑。本研究主要从新教师的身份认同、角色转换、专业发展三个维度展开深入的探讨与分析,揭示了中职新教师职业适应期所遭遇的问题,力图通过这些故事充分展现新入职教师角色适应生活的真实场景。通过研究发现,在职业适应初期,中职新教师的身份认同程度普遍偏低,其往往受到外在及内在因素的影响,生活场域中的重要他人如同事、领导等对教师身份认同有着极大影响。此外,由于中职新教师多为应届毕业生,因而存在角色转换滞后的问题,自身意识停留在学生时期,难以解决工作中的困境;并且由于自身能力不足、工作负担过重等原因使其在承担多重角色时发生角色冲突,造成职业适应不良。最后,新教师专业发展不积极也是导致中职新教师职业适应不良的重要原因之一,工作任务繁重加之中职新教师自我提升意识薄弱致使新教师专业发展缓慢,停滞不前,加剧了职业适应的困难程度。更多还原

【Abstract】 As the nation’ s economic power grows stronger,so does the demand for high-quality skilled personnel in society.As the main force for training skilled talents,the quality of education in secondary vocational schools has also attracted more and more attention.The new teachers in secondary vocational schools are the main players in undertaking secondary vocational education,and they are the key period for the professional development of teachers.They are an integral part of the teaching force.The addition of her(their)teachers has added fresh blood to the ranks of secondary vocational teachers.Infused with vitality and vitality.However,teachers at this stage are more vulnerable than other stages.They are more fragile and unstable.They must complete the transformation from the educated to the educator,achieve role transformation,form an identity,and lay a solid foundation for teacher professional development.As a result,the new teachers have quickly,stably,and healthily spent their professional adaptation period and have become very urgent issues that need to be resolved.In order to have a deeper and more detailed understanding of this group of new teachers in secondary vocational schools,this study is based on the title " The Narrative Research of Professional Adaptation of New Teachers in Secondary Vocational Schools" and selected two practitioners of a professional middle school X school in S Province.The three-year teachers G teacher and K teacher are the subjects of the study.They mainly use the "narrative research" in the"quality" research to focus on the interview method,and go deep into the specific teaching scene that teachers depend on to survive.Closer distances,in-depth observation,understanding,and understanding of the profound significance and confusion behind teachers’ daily teaching and behavior.This research mainly discusses and analyzes the three dimensions of new teachers’identities,roles,and professional development.It reveals the problems encountered by new teachers in the occupational period of secondary vocational schools,and attempts to fully demonstrate the roles of new teachers in life through these stories.Real scene.Through research,it has been found that in the early stages of career adaptation,the status of new teachers in secondary vocational schools is generally low,and they are often influenced by external and internal factors.Important people in the field of life,such as colleagues and leaders,have a great influence on teacher identification.Great influence.In addition,due to the fact that the new teachers in secondary vocational schools are mostly graduates,there is a problem of lagging roles,their own consciousness stays in the student’s period,and it is difficult to solve the predicament in the work;and due to their own inadequacy,overburdened work and other reasons,The role conflict occurs when multiple roles are assumed,resulting in poor occupational adaptation.Finally,the lack of professional development of new teachers is also one of the important reasons for the new occupational maladjustment of new teachers in the secondary vocational school.The heavy workload and the lack of self-improvement awareness among new teachers in the Central Vocational School cause the professional development of new teachers to slow,stagnate,and aggravate occupational adaptation.The degree of difficulty.更多还原