幼儿园实习指导教师对自身角色的认识:基于扎根理论的分析  

On the Role Cognition of Kindergarten Mentoring Teachers in Student Teaching Based on Grounded Theory

作　　者：马洁然 顾荣芳[1] Jieran Ma;Rongfang Gu(Education Science School of Nanjing Normal University,Nanjing 210097 China)

机构地区：[1]南京师范大学教育科学学院,南京210097

出　　处：《学前教育研究》2022年第2期45-60,共16页Studies in Early Childhood Education

基　　金：教育部人文社会科学研究规划基金项目“基于成长需求的幼儿园教师专业发展阶段及路径研究”(编号:17YJA880025)。

摘　　要：教育实习是教师教育课程体系的关键环节。幼儿园实习指导教师对自身这一角色的认识直接关系到学前教育专业学生教育实习的质量。本研究以“实习指导教师角色”为主题,对30位具有实习指导经历的幼儿园教师进行半结构访谈,运用扎根理论对访谈资料进行分析。结果显示,研究对象虽然对自己承担的“实习指导教师”这一角色有所认识,但是对该角色的职责规范认识模糊,理念和行为模式具有明显的“学徒制”印记,有把“实践中的教师教育者”与“班级儿童的教师”这两大应然角色人为割裂的明显倾向,认为这两种角色之间消极影响居多。同时,多数幼儿园教师未能将实习指导与自身专业发展建立联系,对实习指导教师这一角色的价值认识不充分,且不认可自身要承担“实践课程的督导者”的职责。究其原因,来自外部的角色支持匮乏是关键,角色主体内部动机和专业性不足是根本。高校和幼儿园应以实习指导为契机,构建促进教师专业发展的实践共同体,幼儿园教师自身应以“成为”和“培养”反思性实践者为己任,提升角色胜任力,才能促使幼儿园实习指导教师顺利实现从“仅是班级儿童的教师”到“同时是实习生的指导教师”的工作角色的转换。Student teaching is a key part of teacher education curriculum system,affected greatly by kindergarten mentoring teachers’role cognition in the process.Focusing on the topic of such teaching role,semi-structured interviews in depth were conducted with 30 kindergarten teachers who ever had mentoring experience.The results show that the subjects’role cognition level was relatively low.Kindergarten teachers often can not find the relationship between their own professional development and mentoring student teachers.Lack of external support for the role is identified as a key factor,while kindergarten teachers’internal motivation and professionalism are also at a low level.In order to improve the role cognition of kindergarten teachers as teacher educators in practice,suggestions are proposed by using the theory of work role transitions,including establishing a practice community for teacher professional development and enhancing the subjective professional competence of kindergarten teachers.

关 键 词：实习指导教师 教育实习 角色认知 

分 类 号：G615[文化科学—学前教育学]