近三十年来我国教师社会化的研究历程及知识脉络探析  

The Research Process and Knowledge Context of Teacher Socialization in China in the Past Thirty Years

作　　者：陈林 CHEN Lin(Faculty of Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《当代教师教育》2020年第1期51-57,共7页Contemporary Teacher Education

摘　　要：教师社会化是教师社会学中的重要命题,也是教师习得专业角色、认同职业规范、掌握专业知能的关键所在。在借鉴国外研究成果的基础上,我国的教师社会化研究已有近三十年的历程,在教育体制改革、教师教育体系重构和教师教育事业振兴的时代影响中,逐渐由初创时期对基本概念的内涵探究走向聚焦初任教师和实习教师社会化的实证研究,并在当前的研究中更加关注组织情境与个体经验的互动过程。本文在厘清我国教师社会化研究阶段的基础上,梳理了不同阶段的知识脉络,以期为今后本土的教师社会化研究提供完整的知识谱系和相关启示。Teacher socialization is an important proposition in teacher sociology, and it also holds the key for teachers to acquire professional roles, identify with professional norms and master professional knowledge. On the basis of foreign research results, the study of teachers’ socialization in China has been going on for nearly 30 years. Under the influence of educational system reform, teacher education system reconstruction and teacher education revitalization, the study gradually transfers from the start-up period with the exploration of the connotation of basic concepts to the period with the focus on the empirical research of the socialization of beginning teachers and student teachers and more attention in the current study on the interactive process between the organizational situation and individual experience. On the basis of clarification of the research stage in teacher socialization in China, this paper sorts out the knowledge context of different stages, in order to provide a complete knowledge pedigree and relevant enlightenment for the future research on teacher socialization in China.

关 键 词：教师社会化 实习教师 初任教师 教师角色 组织情境 

分 类 号：G451[文化科学—教育学]