【摘要】：教師職業(yè)認同是教師個體對于自身職業(yè)的一種積極的態(tài)度,強烈的職業(yè)認同是教師職業(yè)生涯中最為穩(wěn)定的動力。縱觀已有研究,對教師職業(yè)認同的研究主要集中在在職教師,而較少關(guān)注實習教師。實習教師的職業(yè)認同是實習教師對未來職業(yè)的感知,其職業(yè)認同的高低直接關(guān)系到他們的職業(yè)選擇,影響他們的穩(wěn)定與發(fā)展。筆者也作為一名實習教師,承擔教學工作,對實習教師的故事能夠感同身受,這也是筆者最初研究的動力。本研究以不同性別、專業(yè)的四位實習教師作為研究對象,采用敘事研究方法,結(jié)合訪談和實物收集,選取了影響實習教師職業(yè)認同的關(guān)鍵事件和關(guān)鍵人物進行分析。研究中呈現(xiàn)了四位實習教師在實習中的教育故事,每位實習教師的實習經(jīng)歷都不可復制,但是都具有思考性和探索性,這些故事可以喚起讀者的共鳴與思考。研究主要采用半結(jié)構(gòu)性訪談和個別訪談的形式,通過研究對象自己講述以及研究者的追問,深入被研究者的內(nèi)心世界。本研究中職業(yè)認同的維度包括職業(yè)認知、職業(yè)情感以及職業(yè)行為,職業(yè)認知是對教師這個職業(yè)的基本認識,包括教師應具備的知識、技能等,是職業(yè)認同的基礎;職業(yè)情感是實習教師關(guān)于教師職業(yè)的熱情、信念,是否被實習學校真誠接納,以及師生關(guān)系的情感,是職業(yè)認同的核心;職業(yè)行為是指實習教師為了自我發(fā)展和職業(yè)發(fā)展而形成的基本的教育教學能力,包括通過聽課、“磨課”、和教學反思等形成的能力,是認知和情感的體現(xiàn)。研究者通過對四位實習教師的敘事得出結(jié)論:關(guān)鍵事件是實習教師職業(yè)認同的雙刃劍,重要他人是實習教師職業(yè)認同的催化劑,實習學校的環(huán)境是實習教師職業(yè)認同的外部助力,職業(yè)幸福感是實習教師職業(yè)認同的內(nèi)在驅(qū)動力。根據(jù)結(jié)論,研究者從三個維度提出相關(guān)建議與對策,主要從師范學校、實習學校和實習教師個體來進行敘述,以期對實習教師職業(yè)認同的確立提供有針對性的策略。
[Abstract]:Teachers' professional identity is a positive attitude towards their own profession, and a strong professional identity is the most stable motive force in their professional career. Throughout the previous studies, the research on teachers' professional identity is mainly focused on in-service teachers, but less on intern teachers. The professional identity of intern teachers is their perception of the future occupation. The level of their professional identity is directly related to their career choice and affects their stability and development. As an intern teacher, the author undertakes the teaching work and can share the story of the intern teacher, which is the motive force of the author's initial research. In this study, four intern teachers of different genders and specialties were chosen to analyze the key events and key characters that affect the professional identity of intern teachers by using narrative research methods, interviews and physical collection. Four intern teachers' educational stories are presented in the study. Each intern teacher's experience can not be duplicated, but all of them are reflective and exploratory. These stories can arouse the readers' resonance and thinking. The research mainly adopts the form of semi-structured interview and individual interview, through the research object's own narration as well as the researcher's inquiry, the research goes deep into the researcher's inner world. In this study, the dimensions of professional identity include professional cognition, professional emotion and professional behavior. Vocational cognition is the basic understanding of the profession of teachers, including the knowledge and skills teachers should possess, which is the basis of professional identity. Vocational emotion is the core of professional identity of intern teachers' enthusiasm, belief, whether accepted by practice school, and the emotion of teacher-student relationship. Professional behavior refers to the basic educational and teaching ability formed by intern teachers for their own development and professional development, including the ability formed by listening to classes, "grinding lessons", and teaching reflection, which is the embodiment of cognition and emotion. Through the narration of the four intern teachers, the researcher concludes that the key events are the double-edged sword of the intern teachers' professional identity, and the important others are the catalysts of the intern teachers' professional identity. The environment of the internship school is the external help of the intern teachers' professional identity, and the occupational happiness is the internal driving force of the intern teachers' professional identity. According to the conclusion, the researcher puts forward the relevant suggestions and countermeasures from three dimensions, mainly from the normal school, the practice school and the intern teacher individual to carry on the narration, in order to provide the pertinence strategy to the internship teacher profession identity establishment.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G451

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