教育学报
教育學報
교육학보
Journal of Educational Studies
2015年
4期
55~66
,共null页
社会互动 互动仪式链 专业身份认同 实习教师 职前教师教育
社會互動 互動儀式鏈 專業身份認同 實習教師 職前教師教育
사회호동 호동의식련 전업신빈인동 실습교사 직전교사교육
social interaction; interaction ritual chains; professional identity; student teachers; preservice teacher education
教育实习是帮助实习教师形成专业身份认同的有效契机,实习教师与指导教师的互动是其身份认同形成的重要媒介。本研究借助互动仪式链理论,编订《实习生与指导教师互动现状调查问卷》,对全国7个省（市）的近2 000名实习生进行了调查,并结合质性方法对个案进行了深入研究。结果发现,实习生与指导教师的互动与其身份认同有显著相关性。然而,现实中师生互动的普遍情况却表现为次数少、时间短、以课后指导为主、指导内容聚焦学科知识与教学法、个性化交流不足等问题。而另一方面,指导教师认真的态度、师生民主的交流氛围则调动了双方的情感能量,在一定程度上有助于实习生的问题解决与整体收获。研究建议,进一步规范实习指导制度,为实习生提供更多情感支持,以实习生的积极参与化解认同悖论,是实习生建立教师身份认同的有效途径。
教育實習是幫助實習教師形成專業身份認同的有效契機,實習教師與指導教師的互動是其身份認同形成的重要媒介。本研究藉助互動儀式鏈理論,編訂《實習生與指導教師互動現狀調查問捲》,對全國7箇省（市）的近2 000名實習生進行瞭調查,併結閤質性方法對箇案進行瞭深入研究。結果髮現,實習生與指導教師的互動與其身份認同有顯著相關性。然而,現實中師生互動的普遍情況卻錶現為次數少、時間短、以課後指導為主、指導內容聚焦學科知識與教學法、箇性化交流不足等問題。而另一方麵,指導教師認真的態度、師生民主的交流氛圍則調動瞭雙方的情感能量,在一定程度上有助于實習生的問題解決與整體收穫。研究建議,進一步規範實習指導製度,為實習生提供更多情感支持,以實習生的積極參與化解認同悖論,是實習生建立教師身份認同的有效途徑。
교육실습시방조실습교사형성전업신빈인동적유효계궤,실습교사여지도교사적호동시기신빈인동형성적중요매개。본연구차조호동의식련이론,편정《실습생여지도교사호동현상조사문권》,대전국7개성（시）적근2 000명실습생진행료조사,병결합질성방법대개안진행료심입연구。결과발현,실습생여지도교사적호동여기신빈인동유현저상관성。연이,현실중사생호동적보편정황각표현위차수소、시간단、이과후지도위주、지도내용취초학과지식여교학법、개성화교류불족등문제。이령일방면,지도교사인진적태도、사생민주적교류분위칙조동료쌍방적정감능량,재일정정도상유조우실습생적문제해결여정체수획。연구건의,진일보규범실습지도제도,위실습생제공경다정감지지,이실습생적적겁삼여화해인동패론,시실습생건립교사신빈인동적유효도경。
In mainland China, internship plays an important role in pre-service teacher education. Student teachersapply educational theories to practice while forming their professional identity in this process. The social interaction between mentors and student teachers serves asan important mediation in the formation of student teachers~ professional identity. This article, after collecting data from close to 2 000 student teachers in seven provinces in mainland China, analyzes the relation between social interaction between mentors and students teachers and the latter＇s professional identity. The research finds that there exists a significant correlation （p〈0. 001） between mentor-student interaction and the professional identity of student teachers. However, the mentor-student interaction is of few frequency andshort duration, mentor-centered and subject matter intensive, which results in general instruction rather than indi- vidual communication. The harmonious and democratic interpersonal atmosphere is useful to create the emotional energy between mentors and student teachers, which promotes the efficiency of student teach- ers~ problem-solving and total achievements. This article suggests that improving internship institutions, providing emotional support, and solving the paradox of identity by legitimate peripheral participation are the effective approaches to teacher professional identity.
