高职领军教师的成长历程与启示:一项质性研究  

The Growth Course and Enlightenment of Higher Vocational Leading Teachers:A Qualitative Study

作　　者：王雪莲[1] 涂三广 Wang Xuelian;Tu Sanguang(Guangzhou Panyu Polytechnic,Guangzhou 511483,China;Center for Vocational Education Development,Ministry of Education,Beijing 100029,China)

机构地区：[1]广州番禺职业技术学院,广东广州511483 [2]教育部职业教育发展研究中心,北京100029

出　　处：《职教论坛》2024年第11期62-71,共10页Journal of Vocational Education

基　　金：广州市高等教育教学质量与教学改革工程项目“社会工作名师工作室项目”(编号:2022MSGZS005),主持人:王雪莲。

摘　　要：基于生命历程视角对领军教师成长中的关键事件、日常行为、生活故事所内隐的思想、蕴涵的理念、遵循的规律进行质性分析,研究发现领军教师的成长曲线起伏总相连,有时是稳定而积极的持续发展过程,有时则是停滞、断裂或坠落的剧烈动荡调整过程,其起伏波折是由“危机”“转换”“启迪”“唤醒”等不同力量引发,但站在全局的角度看人生,每一个阶段都是在为后面阶段做准备,这些力量是领军教师实现“二次成长”的宝贵资源。从“生态—系统”及生涯规划理论看,领军教师的成长发展有三个不可或缺的维度:教学知识与技能的发展、职业教育生态的适应、教师自我的建构。Based on the perspective of life course,this qualitative study analyzes the critical events,daily behaviors,and life stories that encapsulate the thoughts,concepts,and principles inherent in the growth of leading teachers.The research finds that the growth trajectory of leading vocational teachers is interconnected,sometimes demonstrating a stable and positive continuous development process,and other times undergoing periods of stagnation,disruption,or dramatic upheaval.These fluctuations are triggered by different forces such as crisis,transition,inspiration,and awakening.However,from a holistic viewpoint,each stage prepares for the subsequent one,making these forces valuable resources for leading teachers’secondary growth.According to the ecological system and career planning theories,the development of leading teachers involves three indispensable dimensions:the development of teaching knowledge and skills,adaptation to the vocational education ecosystem,and the construction of teacher self-construction.

关 键 词：领军教师 职业成熟度 职教生态 自我建构 

分 类 号：G715[文化科学—职业技术教育学]