青藏高原顶岗支教实习教师的角色冲突与角色建构  

Role Conflicts and Role Constructs of In-post T eaching Practice Teachers in Qinghai-Xizang Plateau

作　　者：买雪燕[1] 段琴 MAI Xue-yan;DUAN Qin(School of Education,Qinghai Normal University,Xining 810016,China)

机构地区：[1]青海师范大学教育学院,青海西宁810016

出　　处：《青海师范大学学报（社会科学版）》2023年第6期152-158,共7页Journal of Qinghai Normal University（Social Sciences）

基　　金：全国教育科学规划课题“新时代中华民族共同体建设视域下青藏农牧区基础教育评价体系构建研究”(BMX220331)。

摘　　要：顶岗支教实习是高原地区教师职前培养和教育质量提升的关键之举。社会角色理论为顶岗支教实习教师角色建构提供了理论视角与分析框架,为高原地区顶岗支教实习教师角色定位和角色建构提供了重要视角。本研究遵循覆盖各专业类别、各类区域、各类实习学校的访谈对象抽样原则,以线上线下相结合的形式,通过对8名顶岗支教实习教师的深度访谈和编码提出,认为高原地区顶岗支教实习教师的角色具有转换性、实践性和情境性的特征。在角色冲突中表现出“理想教师”与“实际教师”的专业角色冲突,“局内人”与“局外人”的组织角色冲突、“城市人”与“乡村人”的社会角色冲突,顶岗支教实习教师角色的内在矛盾既是高校加强师范生职前实践性知识的依据,也是增强顶岗支教实习教师角色意识的必由之路。In-post teaching practices in Plateau Area are a key step in pre-service teacher training and education quality improvement.Social role theory provides a theoretical perspective and an analytical framework for the role construction of teachers in in-post teaching practice.This study follows the sampling principle of interviewees covering various professional categories,regions and internship schools.Through the combination of online and offline interviews and coding of eight in-post teaching practice teachers,it is suggested that the roles of in-post teaching practice teachers are characterized as transitional,practical and situational.In the role conflict,the professional role conflict between"ideal teacher"and"actual teacher",the the organizational role conflict between the"insider"and the"outsider",and the social role conflict between"urban people"and"rural people".The conflicts are the basis for universities to strengthen the pre-service practical knowledge of teacher-training students,and also the way to enhance the role awareness.

关 键 词：青藏高原 顶岗支教实习教师 角色冲突 角色建构 

分 类 号：G655[文化科学—教育学]