身份定位视角下教师教育者专业实践的质性研究  

A Qualitative Study on the Professional Practice of Teacher Educators from the Perspective of Identity Orientation

作　　者：赵海亮 ZHAO Hailiang(School of Education,Xizang Minzu University,Xianyang 712082,China)

机构地区：[1]西藏民族大学教育学院,陕西咸阳712082

出　　处：《教师教育学报》2024年第4期76-85,共10页Journal of Teacher Education

基　　金：教育部人文社会科学规划基金项目“新时代中小学教师教学关键能力生成机理与培养机制建构研究”(21YJC880096),项目负责人:张善超。

摘　　要：教师教育者专业实践是指教师教育者在实践中的专业行为选择和实际行动的具体体现。为探讨不同身份定位下教师教育者专业实践的核心要素与具体样态,本研究以“教师个人解释框架”与定位理论为基础,对我国不同地区12位经验丰富的教师教育者进行访谈和跨案例解释性分析,通过深描的方式揭示教师教育者的3种身份定位--“育人型”“反思型”“学科型”。每种定位的教师教育者都表现出自身对教师教育的价值追求与专业实践特征,即在自我定位、对学生的认知、师生关系与教学信念等要素上的不同特点。育人型教师教育者将自我定位为教育家,把学生视为完整的人,注重构建回应性的师生关系,强调教育的宽泛性。反思型教师教育者将自我定位为反思性实践者,把学生视为教育实践中“具有反思立场的准教师”,注重构建交互性的师生关系,强调教育的反思性。学科型教师教育者将自我定位为学科教师,把学生视为需要学习掌握学科知识与教学技能的准教师,注重构建指令性的师生关系,强调教育的技术性。揭示这3种定位及实践形态,将有助于教师教育者认清教师教育的概念化与差异化,帮助教师教育者批判性地审视和改进教学实践。Teacher educators professional practice is a manifestation of their professional behavioral choices and actions in practice.To explore the core elements and specific patterns of teacher educators professional practice under the influence of different identities,this study,based on the positioning theory and personal interpretation framework,interviewed 12 experienced teacher educators in different regions of China and conducted cross-case interpretive analyses,revealing three identities of teacher educators through thick description,“the nurturing teacher educator”,“the reflective teacher educator”,and“the subject teacher educator”.Each type of teacher educator demonstrates a professional pursuit of teacher education in practice,as well as different characteristics in self-positioning,student cognition,teacher-student relationships,and teaching beliefs.Nurturing teacher educators should position themselves as educationalists,perceive students as complete human,emphasize the broadness of education,and construct responsive teacher-student relationships.Reflective teacher educators should position themselves as reflective practitioners,perceive students as“prospective teacher with a reflective stance”in their educational practice,focus on the nature of reflective in education,and construct interactional teacher-student relationships.Subject teacher educators should position themselves as teacher of subject,and perceive students as prospective teacher in need of learning subject knowledge and teaching skills,adhere to technical beliefs,and construct directive teacher-student relationships.These three modes of positioning and practical forms support teacher educators to recognize the conceptualization and differentiation of teacher education,and help them critically examine and improve their teaching practices.

关 键 词：教师教育者 专业实践 身份定位 师生关系 教学信念 

分 类 号：G650[文化科学—教育学]