免费师范生职后教师生涯发展的困境  

The Predicament of Teacher Career Development of Tuition-free Normal Students

作　　者：李录志[1] 陈一铭[1] 

机构地区：[1]陕西师范大学,陕西西安710062

出　　处：《当代教师教育》2015年第4期35-40,共6页Contemporary Teacher Education

基　　金：2012年教育部人文社会科学研究一般项目(12YJA880065)

摘　　要：从质性研究的角度运用扎根理论的方法通过对10位就业满一年的免费师范生访谈资料的分析,试图描述出免费师范生成长的困境,并理清免费师范生从选择到职后成长过程中的内心冲突。研究发现:(1)免费师范生在报考选择时基于三个维度的原因:个人因素、家庭因素、社会因素,免费师范生政策是个人选择的主要诱因;(2)职业印象、政策的引导促使学生选择免费师范生;职业理想与职业现实不一致,内心产生冲突;(3)职业困惑促使职业理想转变为职业现实。职业困惑主要表现为班级管理、师生关系、后进生、学校环境、教师价值;(4)外因促使免费师范生成长的方式为:向家人、同事、朋友寻求帮助。内因促使免费师范生成长的方式为:自我反思、制定职业规划。In terms of grounded theory and qualitative research,the paper analyzes the interview data collected from 10 newly-employed tuition-free normal students with one year teaching experience,and tries to describe the difficulties in their growth and to clarify their inner conflict. This study discovers： 1） tuition-free normal students made their choices of career on the three reasons： personal factors,family factors,social factors; tuition-free policy is the main cause of personal choice; 2） professional impression and policy guidance made them to choose to be tuition-free normal students; the inconsistence between vocational ideal and vocational reality has brought about the inner conflicts; 3） career confusion promotes the vocational ideal to turn into vocational reality. Career confusion is mainly in class management,teacher student relationship,the dealing with lower-achieved students,school environment,teachers＇ value; 4） external factors urge them to seek help from their families,colleagues,friends. The internal cause： self reflection,making vocational planning.

关 键 词：免费师范生 扎根理论 教师成长 

分 类 号：G65[文化科学—教育学]