论实习教师社会化的内涵、研究范式及发展阶段  

The Connotation,Research Paradigm and Development Stage of Student Teachers’Socialization

作　　者：陈林[1] CHEN Lin(Center of Teacher Education Research,Beijing Normal University,Beijing,100875,China)

机构地区：[1]教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875

出　　处：《教师教育研究》2021年第1期28-33,共6页Teacher Education Research

摘　　要：教学实习是师范生在实习学校情境中整合教育理论与实践的重要环节,因此对于实习教师而言,其社会化即意味着在教学实习过程中不断内化实习学校的组织文化及其对教师角色的期待,在个体与情境的互动中初步成为合格教师的过程。当前,实习教师社会化研究受社会学传统理论的影响,呈现出功能主义和诠释主义范式,其代表了实习教师社会化的被动和主动两种不同的模式。此外,实习教师的社会化过程从学龄期开始,是一个持续演变的阶段,其包含了师范教育前的预期社会化(以观察学习和经验内化为路径)和师范教育期的职业社会化(以课程学习和教学实习为手段)的角色养成过程。Teaching practice is an important link for pre-service students to integrate educational theory and practice in the context of internship school.Therefore,for student teachers,socialization means internalizing the organizational culture of internship school and their expectations for teachers’roles in the process of teaching practice,and initially becoming qualified teachers in the interaction between individuals and situations.At present,the study of student teachers’socialization is influenced by the traditional sociological theory,showing two paradigms:functionalism and interpretivism,which represent the passive and active modes of student teachers’socialization.In addition,the process of student teachers’socialization starts from school age,which is a continuous evolving stage.It includes the anticipatory socialization before teacher education(internalization of observation learning and experience)and the role formation process during teacher education(by means of curriculum learning and teaching practice).

关 键 词：实习教师 社会化 研究范式 预期社会化 

分 类 号：G650[文化科学—教育学]