师徒互动视角下的学前师范实习生角色认同发展个案研究  

A Case Study of Preschool Teacher Trainees’Role Identity Development from the Perspective of Teacher-apprentice Interaction

作　　者：杨金宇 王嫣然 李旭[1] YANG Jin-yu;WANG Yan-ran;LI Xu(School of Education,Guizhou Normal University,Guiyang 550025,China)

机构地区：[1]贵州师范大学教育学院,贵州贵阳550025

出　　处：《陕西学前师范学院学报》2023年第6期95-101,共7页Journal of Shaanxi Xueqian Normal University

基　　金：2018年度国家社会科学基金项目(18XSH001)。

摘　　要：基于对实习场域中学前师范实习生角色认同发展境遇现实关照,本研究从师徒互动视角,选取一名实习生为个案研究对象,探究师徒互动与学前师范实习生角色认同构建的关系,分析原因并提出相关建议。结果表明:实习生角色认同的构建受到师傅对权利的赋予、师徒关系以及情感氛围三因素影响,而师徒互动效果是实习生能否成功构建角色认同的重要原因。为此,研究建议:幼儿园构建师徒共同体,增强实习生角色体验;实习生发挥主观能动性,明晰教师角色属性。Based on a realistic view of the development of preschool teacher trainees’role identity in the internship field,this study selected one intern as a case study from the perspective of teacher-disciple interaction to investigate the relationship between teacherdisciple interaction and preschool teacher trainees’role identity construction,analyzed its reasons and made relevant suggestions.The results showed that the construction of the intern’s role identity was influenced by three factors:the master’s empowerment,the teacher-apprentice relationship and the emotional atmosphere,while the effectiveness of teacher-apprentice interaction was an important factor in success construction of intern’s role identity.Therefore the study suggests that:kindergartens should creat a teacherapprentice community to enhance interns’role experience;interns should exert subjective initiative and clarify the role and attributes of teachers.

关 键 词：角色认同 师徒互动 教育实习 学前师范实习生 

分 类 号：G615[文化科学—学前教育学]