基于扎根理论的教师改变影响因素研究  

A Study of the Influencing Factors on Teacher Change Based on the Rooted Theory Approach

作　　者：肖美艳 许冬梅 XIAO Meiyan;XU Dongmei(School of Preschool Education,Guangdong Teachers College of Foreign Language and Arts,Guangzhou 510521,China)

机构地区：[1]广东省外语艺术职业学院学前教育学院,广东广州510521

出　　处：《当代教育理论与实践》2024年第3期141-149,共9页Theory and Practice of Contemporary Education

基　　金：广东省教育科学“十三五”规划高校哲学社会科学专项研究项目(2019GXJK185);广东省外语艺术职业学院教学改革课题(2023JG37)。

摘　　要：运用扎根理论,以广州市某中学为例,通过对样本学校的教师进行系列访谈,在中观和微观层面建立了一个以教师领导、教师改变、教师学习、身份认同和教学改进为核心类属变量的分析架构。研究发现,管理体制、教师领导、教学研究、教师学习、教学改进、教学工作、身份认同和学校改进等因素综合影响着教师改变的发生,教师改变是这八因素之间经过历时性与共时性交互作用的结果,也是一场融体制变革、观念更新和实践创新于一体的创新行动。Using the rooted theory approach,this study conducted a series of interviews with teachers in a sample school in Guangzhou as a case study and developed an analytical structure at the meso-and micro-levels with teacher leadership,teacher change,teacher learning,identity,and instructional improvement as core categorical variables.The eight factors,which are management system,teacher leadership,pedagogical research,teacher learning,instructional improvement,teaching work,identity and school improvement,influenced the occurrence of teacher change comprehensively.Teacher change was the result of the interaction between these eight factors through ephemeral and co-temporal interactions,and an innovative action integrating institutional change,conceptual updating and practical innovation.

关 键 词：教师改变 教师领导 身份认同 教师学习 

分 类 号：G451[文化科学—教育学]