培智学校教师职业认同感现状及影响因素研究——基于3名专任教师的访谈资料分析  

Research on the Current Situation and Influencing Factors of Teachers’Professional Identity in Mentally Retarded Schools:Based on the Interview Data of Three Full-time Teachers

作　　者：郭文斌[1,2] 李芷丹 GUO Wenbin;LI Zhidan(Department of Education,Shaanxi Normal University,Xi’an 710062;School of Educational Science Yili Normal University,Yining Xinjiang 835000)

机构地区：[1]陕西师范大学教育学部,西安710062 [2]伊犁师范大学教育科学学院,新疆伊犁835000

出　　处：《现代特殊教育》2021年第20期19-26,共8页Modern Special Education

基　　金：国家社会科学基金教育学一般课题“基于供给侧改革的残疾人职业教育支持保障体系构建的实证研究”(BJA170099)阶段性成果。

摘　　要：为了探究培智学校教师职业认同感现状及影响因素,选取某培智学校的3名专任教师进行了深度访谈。利用NVivo12对获得的访谈资料进行了三级编码分析。结果发现,培智学校教师职业认同感主要体现为职业认识和职业价值观,其职业认同感水平的高低主要受人格特征、待遇地位、专业技能三方面因素的共同影响。因此,倡导个体的积极心态、加强职后培训、提高薪资待遇是提升培智学校教师职业认同感的有效策略。In order to explore the current situation and influencing factors of teachers’professional identity in mentally retarded schools,three full-time teachers in mentally retarded schools were selected for in-depth interviews.Through three-level coding analysis of the interview data obtained by NVivo12,it is found that the professional identity of teachers in mentally retarded schools is mainly reflected in professional knowledge and professional values,and the level of their professional identity is mainly jointly affected by three factors of personality characteristics,treatment status and professional skills.Therefore,advocating individual positive attitude,strengthening post-service training and improving salary status are effective strategies to enhance the professional identity of teachers in mentally retarded schools.

关 键 词：培智学校教师 职业认同感 职业价值观 人格特征 待遇地位 专业技能 

分 类 号：G451[文化科学—教育学]