地方高校青年教师入职期角色认同的特征研究  

Characteristics and Mechanisms of Role Identity of Young Teachers in Colleges and Universities During Their Induction Period:Taking Ordinary Universities as Examples

作　　者：刘洁 LIU Jie(School of Humanities and Social Science,Taiyuan University of Science and Technology,Taiyuan 030021,China)

机构地区：[1]太原科技大学人文社科学院,山西太原030021

出　　处：《当代教育理论与实践》2023年第2期149-156,共8页Theory and Practice of Contemporary Education

基　　金：山西省社会科学院(山西省人民政府发展研究中心)2021年度规划课题青年项目(YWQN202147)。

摘　　要：高校青年教师初入职时,在系统层面,需长时间去探索教学实践,并在追求科研绩效时会感到紧张与焦虑;在生活领域,高校青年教师乐于与学生结成亦师亦友的平等关系,并在互动时会兼顾归属感和个体性。形塑高校青年教师角色认同的机制包括以“奋斗”和“责任”作为关键词的个体化语境、三重时间性的互斥不合、期待与行为之间的张力。通过克服角色认同危机,高校青年教师建构起理性、健康、良性的角色认同。When young teachers firstly join in the workforce,first of all,they need to explore the teaching practice for a long time and feel anxious and nervous during the process of achieving academic success.However,in their daily life,they are willing to have an equal relationship with students and make friends with them.in the teaching process.Secondly,young teachers who feel nervous and anxious in the face of scientific research pressure often encounter time poverty in the pursuit of scientific research performance.What s more,when having interaction with students,young teachers will balance collectivity and individuality.The construction of the mechanism of the role identity for young teachers contains the individualization with the keywords of“struggle”and“responsibility”,the incompatibility of the three-dimensional time and the tension between expectation and behaviors.Therefore,by overcoming the crisis of role identity,young teachers in colleges and universities have built a rational,healthy,and benign role identity.

关 键 词：青年教师 角色认同 危机 个体化 

分 类 号：C912[经济管理]