国外教师社会化研究进展及知识脉络述评  

Review on the Research Progress and Knowledge Context of Teacher Socialization in Abroad

作　　者：陈林[1] CHEN Lin

机构地区：[1]北京师范大学教师教育研究中心,北京100875

出　　处：《比较教育学报》2020年第1期131-145,共15页Journal of Comparative Education

摘　　要：世界范围内的教师社会化研究已有近百年的历程。基于研究文献的数量、研究视角的转变、研究内容和研究方法的多样性,其研究历程可划分为研究的萌芽期(20世纪30年代初-60年代初)、研究的发展期(20世纪60年代初-70年代末)、研究的成熟期(20世纪80年代初-90年代末)、研究的繁荣期(21世纪以来)四个阶段,每个阶段均有其代表性的研究对象、研究内容和研究视角。结合文献述评可知,国外教师社会化研究呈现出以下特征:研究对象由职前教师和初任教师扩展到少数群体教师;研究内容延伸到不同阶段教师社会化的不同类型、内容结构和多层级复杂性影响因素;研究视角逐渐扩大到心理学、管理学和文化学等领域;研究方法论中,量化研究占主导,质性研究和混合研究方法论不断凸显。此外,当前的教师社会化研究仍存在相应的局限,尤其需要在研究对象、研究视角、研究方法等方面持续拓展,以形成对教师预期社会化和继续社会化阶段相应目标的深入理解。The research on teacher socialization in the world has been going on for nearly a hundred years.Based on the quantity of research literature,the change of research perspective,the refinement of research contents and the diversity of research methods,the research process can be divided into the embryonic stage of research(early 1930s to early 60s,the development stage of research(early 1960s),the end of 70s),and the maturity of research.From the beginning of 1980s to the end of 1990s and the prosperous period of research(since the 21st century),each stage has its representative research object,research content and research perspective.According to the literature review,the research on teacher socialization in foreign countries shows the following characteristics:the research object is expanded from pre-service teachers and first-time teachers to minority teachers;the research content has extended to the different types,content structure and multi-level complexity influencing factors of teachersf socialization in different stages;the research perspective has gradually expanded to the fields of psychology,management and culture;Quantitative research is dominant in jurisprudence,while qualitative research and mixed research are constantly highlighted.In addition,the current research still has corresponding limitations,especially in the aspects of research objects,research perspectives,research methods and so on,in order to form a deep understanding of the different goals of teacher anticipatory socialization and continuing socialization.

关 键 词：教师社会化 实习教师 初任教师 功能主义 冲突论 

分 类 号：G451[文化科学—教育学]