跨越边界:专业不对口教师职业适应困境的制度逻辑  

Crossing Boundaries:An Institutional Logic Analysis of the Dilemma of Occupational Adaptation of Teachers with Mismatched Majors

作　　者：钟筱雨 ZHONG Xiaoyu(Faculty of Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《宜宾学院学报》2024年第10期83-91,共9页Journal of Yibin University

摘　　要：专业不对口教师的职业适应是一个复杂过程,涉及从学院到职场、从非专业到专业的多维身份转换和边界跨越,他们在专业化、社会化、职业化、个性化发展过程中,因专业逻辑的断裂、科层逻辑的越位与教育逻辑的缺失而面临失能、失衡、失范、失序诸多方面的适应困境。对此,教育系统需完善职前职后师训制度,学校应基于教师心理需求塑造共同愿景、营造成长氛围,教师则发挥跨专业优势,三方共同推动以实现“人岗相适、人尽其才”的美好愿景。Occupational adaptation of teachers with mismatched majors is a complex process involving multi-dimensional identity transformation and boundaries crossing from college to workplace and from non-professional to professional.They face a series of adaptation dilemmas in the process of specialization,social-ization,professionalization and personalization,such as disability,imbalance,anomie and disorder,due to the fracture of professional logic,the offside of bureaucratic logic and the lack of educational logic.In this context,the education system should enhance both pre-service and in-service teacher training institutions,while schools ought to cultivate a shared vision and foster a growth-oriented environment that addresses the psycho-logical needs of teachers.Simultaneously,the teachers should capitalize on their interdisciplinary strengths,and the three parties jointly facilitate the realization of a“people matching the position and utilizing the best of their talents”vision.

关 键 词：教师职业适应 专业不对口 制度逻辑 

分 类 号：G6251[文化科学—教育学]