优秀教师缘何愿意投入跨区域支教——基于教师支教经历的质性研究  

Why Outstanding Teachers Commit to Cross-regional Supportive Teaching:A Qualitative Study Based on Teachers'Experiences

作　　者：封鹆 李鑫[2] FENG Yu;LI Xin(Capital Normal University,Beijing 100048;Beijing Technology and Business University,Beijing 100048)

机构地区：[1]首都师范大学教育学院,100048 [2]北京工商大学科学研究院,100048

出　　处：《教育科学研究》2024年第6期75-81,共7页Educational Science Research

基　　金：2023年度北京社会科学基金决策咨询重点项目“北京城乡教师帮扶实效研究”(23JCB046)的成果之一。

摘　　要：东西部教育协作的背景下,教师跨区域支教作为对西部地区教育资源“低洼地”的特殊帮扶,是实现教育公平、提升教育质量的必然选择。通过审思30位教师的跨区域支教经历,考察影响支教投入的关键因素,发现学校环境感知、师校互动、投入动机、实际投入和支教收获构成相互影响与制约的支教投入机制;嵌入学校的能动性、“三类学校”比较中形成的学校感知、受援学校结构分别对支教投入产生主导性、调节性和外在驱动性影响;责任、韧性和自主是高支教收获的关键属性;支教投入兼具稳定性与动态性、连锁反应性和情绪感染性。Cross-regional supportive teaching under the collaboration of eastern and western education is a special consideration for the"low-lying"'of western educational resources and an essential pathway towards achieving educational equity and enhancing the overall quality of education.By examining the cross-regional supportive teaching experiences of 30 teachers,this study explores the key factors influencing their teaching supportive commitment revealing that perceptions of the school environment,teacher-school interaction,commitment motivation,actual levels of commitment,and gains from supportive teaching constitute a mutually influential and restrictive mechanism of supportive teaching commitment.The embeddedness of schools'initiative,the perception formed through the comparison among"three types of schools",and the structure of the supported schools have a dominant,regulatory,and externally driving impact on the commitment to support teaching,respectively.Responsibility,resilience,and autonomy are key attributes for high gains from supportive teaching.The commitment to supportive teaching exhibits characteristics of coexistence of stability and dynamicity,chain reactions and emotional contagion.

关 键 词：跨区域支教 支教投入机制 质性研究 

分 类 号：G451.7[文化科学—教育学]