民族地区乡村教师学习力对教师专业发展的影响机制  

Mechanisms Influencing the Learning Power of rural teachers in Ethnic Areas on Teachers'Professional Development

作　　者：皇甫倩[1] 罗桂旭 唐越凡 Huangfu Qian;Luo Gui-xu;Tang Yue-fan(College of Teacher Education,Southwest University,Chongqing 400715;Zhaotong No.1 Middle School,Zhaotong 657000;Chengdu Jinhua Middle School,Chengdu 610046)

机构地区：[1]西南大学教师教育学院,重庆400715 [2]昭通市第一中学,昭通657000 [3]成都市金花中学,成都610046

出　　处：《教师教育论坛》2022年第7期54-61,92,共9页Teacher Education Forum

基　　金：2021年度教育部人文社会科学研究规划基金项目“基于多源数据的民族地区乡村教师学习力测度与提升机制研究”(21YJA880018),项目负责人:皇甫倩.

摘　　要：厘清民族地区乡村教师学习力与教师专业发展的关系及影响机制,对提高民族地区乡村教师队伍整体素质,提升民族地区基础教育质量具有重要的意义。本研究以1542名民族地区乡村教师为调查对象,以定量研究的方法来考察民族地区乡村教师学习力对教师专业发展的影响机制。研究发现,民族地区乡村教师学习力对其专业发展有显著正向影响,教师职业认同和工作旺盛感在两者之间起链式中介作用。基于研究结论,一方面要多措并举,保障民族地区乡村教师学习力的持续性发展;另一方面要多举联动,提升民族地区乡村教师的职业认同感。Clarifying the relationship between learning power and teacher professional development of rural teachers in ethnic areas and the influencing mechanism,it is of great significance to improve the overall quality of rural teachers and enhance the quality of basic education in ethnic areas.In this study,1542 rural teachers in minority areas were surveyed,and quantitative and qualitative methods were used to explore the mechanisms affecting the professional development of teachers in minority areas.The quantitative study found that the learning power of rural teachers in ethnic areas had a significant positive effect on their professional development,teacher professional identity and thriving at work as a chain mediator between the two.The qualitative study found that the professional development status of rural teachers in ethnic areas can be summarized into four levels:“self-abandonment”,“self-awareness”,“self-reflection”and“freedom”.Based on the findings of the study,on the one hand,multiple measures have been taken to ensure the continuous development of the learning power of rural teachers in ethnic areas,on the other hand,multiple initiatives have been taken to enhance the professional identity of rural teachers in ethnic areas.

关 键 词：民族地区 乡村教师 学习力 教师专业发展 职业认同 工作旺盛感 

分 类 号：G40[文化科学—教育学原理]