社会文化视角下新入职俄语教师的职业适应研究  

New Russian teachers’ vocational adaptation: A sociocultural perspective

作　　者：陶源 Tao Yuan

机构地区：[1]东南大学外国语学院,江苏南京211189

出　　处：《外语教学》2021年第6期73-78,共6页Foreign Language Education

基　　金：陕西师范大学2020年教师教育研究专项资助项目“新中国高校俄语教师职业发展生态环境的质性研究(1949—2019)”(项目编号:JSJY2020010);东南大学研究生教学改革重点项目“高校非通用外语专业研究生课程思政体系的构建与实践”(项目编号:3317002101D4)的阶段性研究成果。

摘　　要：本文依据社会文化理论,采用案例研究方法,对留俄归国和国内毕业的两位新入职俄语教师最初三年的职业适应进行探讨。数据收集方法为半结构访谈、微信聊天和课堂观察,数据分析方法为类属分析法。研究发现:1)入职初,海归博士信心不足,更难适应;2)两位新老师均感受到融入大学文化和群体的困难性,但都借助不同支架稳定了职业生涯,促进其向前发展;3)两位老师均在入职第三年完成了职业适应,但相比国内博士,海归博士较晚度过"认识困难期"和"相对稳定期"而进入"向前发展期"。导致两位新入职俄语教师职业适应差异的原因在于其过往情感经历和个人环境。本研究对高校新入职俄语教师职业适应提供了一定启示。Based on Sociocultural Theory, this case study intends to explore the vocational adaptation of two new Russian teachers(an overseas returnee with PhD degree and a domestic doctoral graduate). Data have been collected from semi-structured interview, We Chat and classroom observations. Categorization is adopted to analyze data. The research shows: 1) at the beginning of their career, the overseas returnee finds it more difficult and is less confident in his career adaptation;2) both new teachers feel the individualistic atmosphere of Chinese universities, but they reach the zone of proximal development and promote their career development through different scaffolding and mediation;and 3) both teachers complete their vocational adaptation in the third year of their career. Compared with the domestic doctoral graduate, the overseas returnee is slower to pass the "acknowledging difficulties" and "relatively stable" periods and then enters the "moving forward" period. The reasons for the vocational adaptation differences among new Russian teachers lie in their different perezhivanie and their personal factors. The findings may offer some implications for new Russian teachers’ vocational adaptation in institutes of tertiary education.

关 键 词：俄语教师 过往情感经历 最近发展区 职业适应 社会文化理论 

分 类 号：H319[语言文字—英语]