【作者】 马洁然；

【导师】 顾荣芳；

【作者基本信息】 南京师范大学， 学前教育学， 2022， 博士

【摘要】 培养高素质、专业化的幼儿园教师队伍是提升学前教育质量的重要前提和切实保障,也是我国当下幼儿园教师教育的核心目标。作为师资培养的重要一环,教育实习被视为职前教师专业化的有效途径,其中,幼儿园指导教师是实习生眼中的“重要他人”,也是确保教育实习价值得以有效发挥的关键所在,然而这一群体却一直未受到应有重视。为此,本研究力图揭示幼儿园实习指导教师角色的现状及特征、深入剖析影响因素并尝试提出促进其角色实现的建议对策,以弥补对幼儿园实习指导教师研究的不足,并进一步提升教育实习质量,拓展幼儿园教师教育研究。 本研究首先根据角色理论,将幼儿园实习指导教师角色划分为期望角色、领悟角色和实践角色三种。其中,期望角色来自外界的要求和期待,领悟角色强调个体对于自身所扮演角色所包含行为规范、社会功能的认识,实践角色则指向个体的行为模式。由于上述角色在概念、属性和表现形态上具有一定差异,本研究采用了不同方法分别进行探究: 其一,采用内容分析法和访谈法所揭示出的期望角色具有如下特征,高校层面的要求以“指导者”和“评价者”为核心,其内涵明确,内容清晰度呈现出校际差异。根据学术研究者和相关主体(实习生、高校指导教师和园所实习负责人)观点而构建的期望角色概念框架,包含“实践中的教师教育者”、“专业发展的获得者”、“职业入场的领路人”和“园所文化的传递者”四个核心类属。总体而言,外界期望角色的内涵较一致,内容清晰度尚不足,“幼儿园教师”同“实习指导教师”角色间的关系待明晰。 其二,基于对1595位指导教师的问卷调查和30位教师的半结构访谈,探索并验证了“领悟角色模型”,其包含“实践中的教师教育者”、“职业入场的领路人”和“专业发展的获得者”三个维度。以此为工具的调查结果显示:幼儿园实习指导教师的领悟角色得分总体较高,主体领悟角色水平并非能够随时间(教师年龄、教龄和指导年限)累积,以及教师职称、职务的提升而获得持续提升。 其三,依照“互动仪式链”理论,采用参与式观察法和深度访谈法,提炼出的实践角色内在结构包含三大维度共14种角色。指导教师在人际关系构建中扮演着“互动行为的发起人”与“和谐氛围的构建者”,实习生所投入的时间和情感有限,和谐氛围之下存在师徒互动资本失衡的现象;教师在兼顾“班级儿童的教师”和“实习生形象的维护者”时面临困境。基于指导教师在互动中的行为模式而提炼出的角色,以权威型的“行动要求的提出者”和“行为表现的评价者”为主,民主型的“实践反思的倡导者”的节点数量有限。指导教师的社会功能发挥喜忧参半,其作为“职业入场的领路人”和“园所文化的传递者”,促使实习生获得了全面角色认知;仅有个别教师能够经由反思“关键事件”而成为“专业发展的获得者”。 本研究在对期望、领悟和实践角色研究的基础上,分析三种角色的关联与差异,以探究角色实现的状况及成因。理想状态下,幼儿园实习指导教师的角色实现意味着期望、领悟和实践角色在内容构成上趋向一致,在功效发挥上均处于较高水平。现实中,上述三种角色内在结构与外在功能的内涵较为一致,从而有利于角色实现;其功效发挥水平存在明显差异,期望角色的“规定”和“预测”作用受限,领悟角色的“调试”和“指导”水平减弱,实践角色的“经验来源”效用占据主导地位,故而不利于角色实现。同时,根据“角色实现”理论,指导教师的角色实现是主体将外界的期望角色内化为领悟角色,然后对领悟角色进行调试,最终外化为角色行为的过程,其中包含“从期望角色到领悟角色”和“从领悟角色到实践角色”两大环节,本研究将分别探究其影响因素。个体将期望角色内化为领悟角色的过程受到以下因素影响:教育行政部门的职能、组织者(高校与幼儿园)间的联通度影响期望角色的效用发挥;幼儿园教师的专业地位影响指导教师的角色观念更新;园长的理念和行为引领领悟角色建构;角色主体的态度和反思能力影响领悟角色水平。国家政策与师资管理制度、高校和幼儿园的职能发挥、班级结构分层与人际氛围、实习生与指导教师个人特点等因素,共同影响主体领悟并实践角色。 本研究最后尝试提出促进幼儿园实习指导教师角色实现的建议对策。其中,期望角色的效用发挥是前提:有关部门应研制“教师教育者专业标准”,保障期望角色有章可循;高校与幼儿园可建立教师教育实践共同体,确保期望角色传播通达;社会应宣传并塑造优秀角色形象,扩大期望角色影响力量。领悟角色的水平提升是关键:管理者应优化自身的观念与行为,引领领悟角色建构;指导教师可重构教师教育者角色形象,建立合理自我定位。实践角色的功能实现是根本:教育行政部门应积极介入,完善师资管理制度,以落实角色要求;高校和幼儿园应发挥组织职能,促使幼儿园指导教师、高校教师和实习生共同卷入教师教育实践共同体,以提升角色胜任;幼儿园层面应构建富有成效的人际关系,以实现角色价值;指导教师应主动学习教师教育者角色技能,以提升互动质量。更多还原

【Abstract】 High-quality and professional preschool teacher is the key to ensure the quality of preschool education as well as the core goal of preschool teacher education in China.As an important part of teacher training,student teaching is also regarded as an effective way to professionalize pre-service teachers.As the ‘significant others' of student teachers,precshool mentor teachers are crucial to ensure the value of student teaching,which has been ignored for a long time.Therefore,this thesis tries to reveal the status quo and characteristics of the roles of preschool mentor teachers,analyze the influencing factors,and provide suggestions to promote the realization of their roles.It can make up for the shortage of this research field,improve the quality of student teaching,and expand the research on teacher education. According to the role theory,the role of preschool mentor teachers can be divided into three levels: expected role,insight role and practical role.The expected role refers to the external requirements and expectation,the insight role is the individual's understanding of one's own role,and the practical role is rendered as the behavior pattern.Roles at different levels have certain differences in concepts,attributes and forms of expression,which need different methods to explore. For the expected role,content analysis and semi-structured interview were applied to reveal its status quo.Colleges regarded ‘instructor' and 'evaluator' as the core,whose connotation was clear,and the interschool differences in content clarity existed.According to the opinions of researchers and related subjects(student teacher,college supervisor,preschool principal),the conceptual framework of expected role was constructed in this study.It has four core categories: ‘teacher educator in practice',‘gainer of professional development',‘guider of professional admittance' and‘transmitter of campus culture'.In general,the connotation of the external expected role was consistent,its content clarity was insufficient,and the relationship between the role of ‘preschool teacher' and ‘preschool mentor teacher' need clarified. For the insight role,a questionnaire survey of 1595 instructors and a semi-structured interview of 30 instructors were used to explore and verify its model.It included three dimensions: ‘teacher educator in practice',‘guider of professional admittance',and 'gainer of professional development'.The results showed that the insight role of preschool mentor teacher was at a relatively high level and could not continuously grow with time(age,teaching years and mentoring years),title and position. For the practical role,participant observation and in-depth interviews were used to extract its internal structure according to the theory of ‘interaction ritual chain'.It had 14 roles in three dimensions.Mentor teachers always played the roles of ‘initiator of interactive behavior' and ‘creator of harmonious atmosphere' in the construction of interpersonal relation,while the time and emotional investment of student teachers were limited.There was an imbalance in the interaction capital between mentor teachers and student teachers under the harmonious atmosphere.Mentors faced the dilemma in compromising the roles of ‘teacher for class children' and ‘image maintainer of student teacher'.Among the roles that extracted from the interactive behavior patterns of mentor teachers,the authoritative roles of ‘proposer of action requirements' and ‘evaluator of behavioral expression' appeared to dominate,while the democratic role of ‘advocator of practice reflection' had limited nodes.The social functions of mentor teachers developed at different levels.As the ‘guider of professional admittance' and ‘transmitter of campus culture',mentors promoted student teachers to acquire a comprehensive cognition of the role as preschool teachers.Only few mentor teachers could become the ‘gainers of professional development' through the reflection of critical incidents. Based on the study of expected role,insight role and practical role,the relationships and differences among the three-level roles were analyzed to explore the status and causes of the role realization.In the ideal state,role realization meant that the expectation,understanding and practice roles were consistent in the content composition and efficient in the functioning.In reality,the internal structure and external function of the above three roles were consistent,which was conducive to the realization of roles.There were differences in the level of efficacy of the three roles,the limitations in the ‘stipulate' and ‘predict' functions of expected role,the weakening in the ‘debug' and ‘instruct' functions of insight role,and the dominance in the ‘experience source' function of the practical role impeded the role realization.Meanwhile,according to the role realization theory,the role realization of mentor teachers was the process in which the subject internalizes the expected role to the insight role,debugs the insight role and externalizes to the role behavior.This process consisted of two steps: from expected role to insight role,and from insight role to practical role.The influence factors in two steps were discussed respectively.The former was influenced by the following factors.The function of educational administrative departments and the connectivity between colleges and preschools affected the effectiveness of expected role.Low professional status of preschool teachers hindered the renewal of their role concepts.The ideas and behaviors of principal dominated the construction of insight role.The attitude and reflective ability of the role subject impacted the level of role perception.At the same time,the national policy and teacher management system,the function development of colleges and preschools,the stratification of class structure and interpersonal atmosphere,and the personal characteristics of preschool mentor teachers and the student teachers jointly affected the mentor teachers to understand and practice the roles. Finally,this study tries to put forward suggestions to promote the role realization of preschool mentor teachers.Among them,the effectiveness of expected role is the premise: ‘professional standards for teacher educators' should be developed to assure the expected role to follow.Colleges and preschools could establish a ‘teacher education practice community' to ensure the dissemination of the expected role.The society should publicize and portray the excellent role images for preschool mentor teachers,which could expand the influence power of the expected role.Improving the level of insight role is the key: preschool managers should optimize their concepts and behaviors to lead the construction of insight role.Mentor teachers could reconstruct the role image of teacher educators to establish reasonable self-positioning.The realization of the value of practical role is fundamental: educational administrative department should get involved and perfect the teacher management system to fulfill the role requirements.Colleges and preschools should play their organizational functions and encourage preschool mentor teachers,college supervisors and student teachers to participate in the community of teacher education practice,improving their role competence.Preschool should construct the effective interpersonal relationship to achieve role value.Mentors should actively learn the role skills as teacher educators to improve the quality of interaction.更多还原