生命历程视角下教师使命感的诠释与发展路径——基于20世纪六七十年代支边教师口述史  

The Evolution of Teachers’Sense of Calling:A Life Course Perspective on Frontier Province Volunteers from Oral Histories(1960s⁃1970s)

作　　者：崔照笛 胡艳[1] CUI Zhaodi;HU Yan(Center for Teacher Education Research,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学教师教育研究中心,北京100875

出　　处：《河北师范大学学报（教育科学版）》2024年第5期133-140,共8页Journal of Hebei Normal University(Educational Science)

基　　金：国家社会科学基金教育学一般课题“我国当代中小学教学名师成长的本土路径与机制研究”(BHA220118)。

摘　　要：使命感是教师专业发展的核心品质之一,考察教师使命追求的内在确证与提升过程尤为重要。基于20世纪六七十年代支边教师口述史,发现教师在支边初期形成参与社会主义建设的远大理想,在教育教学工作中形成了以教学为核心的职业使命感,最终在参与教育改革的过程中形成扎根本土与辐射全域的社会使命感。支边教师的经历诠释了教师使命感的发展路径,集体向好的社会环境是教师使命感萌发的环境基础;教育行政管理部门为主的社会关系网信任、培养、历练、关心支边教师是教师使命由外部要求转化为内在观念的有效途径;个体能动性则是使命感由观念转化为实践的内在动力。A sense of calling is a core attribute in teachers’professional development.It is crucial to understand how this sense of calling is internalized and cultivated.Through an analysis of the oral histories of teachers who volunteered to work in frontier provinces and ethnic regions during the 1960s and 1970s,it was found that these teachers initially developed a lofty ideal centered on contributing to socialist construction.Over time,this evolved into a professional calling tied to their teaching roles and eventually matured into a broader social calling rooted in local communities and influencing the wider region as they engaged in educational reform.Further analysis highlights that a supportive social environment,characterized by collective improvement,was foundational for the emergence of their sense of calling.Additionally,the social network,led by educational administrative departments,that trusted,nurtured,challenged,and cared for these teachers,played a pivotal role in transforming external expectations into internal convictions.Finally,individual initiative emerged as the key internal driving force that translated the sense of calling from conceptual understanding into practical action.

关 键 词：使命感 口述史 支边教师 生命历程理论 

分 类 号：G451[文化科学—教育学]