摘要
乡村少数民族教师作为中华民族文化传承和创新的重要角色,是实施和推动乡村民族教育建设不可或缺的主体。乡村少数民族教师因所处场域的“乡村情境”,形塑了其特殊的职业认同。为了解乡村少数民族教师的职业认同状况及影响因素,采用访谈法,对粤北地区清远市连山壮族瑶族自治县10名义务教育阶段少数民族教师进行半结构式访谈。研究结果表明:在职业认同方面,乡村少数民族教师在角色意识、角色行为、角色体验、角色认同等维度表现出不同的特点。主要归因为角色意识欠缺、角色行为失范、角色体验不佳、角色认同淡薄。针对上述归因分析,提出应对乡村民族教师职业认同的解决策略。
As an important role in the inheritance and innovation of the Chinese nation’s culture,rural ethnic minority teachers are an indispensable subject to implement and promote the construction of rural ethnic education.Rural ethnic minority teachers have shaped their special professional identity due to the“rural situation”of their location.In order to understand the present situation and analyze the influencing factors of the professional identity of minority rural teachers,a semi-structured interview and systematic observation were carried out on 10 first-line teachers in Lianshan Zhuang Yao Autonomous County,Qingyuan City by qualitative research method.The research results show that the influencing factors of teachers’professional identity in minority villages include four aspects:professional value,professional development,professional expectation and professional respect.In view of the above problems,based on the perspective of role theory,the solution strategies are put forward from the angles of role consciousness,role behavior,role experience,role identity and so on.
作者
刘子云
李君
唐银珠
甘子涛
李伟芳
LIU Zi-yun;LI Jun;TANG Yin-zhu;GAN Zi-tao;LI Wei-fang(School ofEducation,Guangzhou University,Guangzhou 510006,China)
出处
《民族高等教育研究》
2021年第5期9-16,共8页
Research on Higher Education of Nationalities
基金
广州市教育科学规划2017年度课题“广州学校民族教育特色发展与质量保障研究”(项目编号:1201750406)。
关键词
乡村少数民族教师
职业认同
角色理论
Ethnic minorities rural teachers
Professional identity
Role theory
