摘要
乡村教师是专业身份与公共身份的统一体,他们的发展与乡村振兴互构共变,相互建塑与形构。乡村教师的发展需要嵌入乡村振兴进程之中,动员教师个体参与和社会资源参与双重共变,共同行动建构。一方面,乡村教师奉献乡村振兴,从等待"外推式"上级培训向开始"内源式"自我教育转变,提升职业发展力;主动融入乡村社会,发挥新乡贤示范引领作用。另一方面,乡村学校需建立乡村教师发展共同愿景;构建专业学习共同体,凝聚乡村教师的群体智慧;进行系统思考,有效治理乡村教育。
Rural teachers are a unity of professional identity and public identity. Their development and rural revitalization mutually construct,change,build and shape. Development of rural teachers needs to be embedded in the process of rural revitalization, while mobilizing individual teachers and social resources to participate and construct. On the one hand, rural teachers determind to contribute to the revitalization of the countryside.They change the pattern from "extra" higher-level training to "endogenous" self-educationand to enhance career development.Meanwhile they should actively integrate into rural society and play a role as a demonstration and leading role of New acountsage. On the other hand, rural schools need to establish the common vision for the rural teachers;to build a professional learning community to condense the collective wisdom of rural teachers;to conduct systematic thinking to effectively manage rural education.
作者
李小红
郭琪琪
杨苏梦
Li Xiaohong;Guo Qiqi;Yang Sumeng(Guangxi University;Nanning Normal University)
出处
《当代教育科学》
北大核心
2022年第1期77-85,共9页
Contemporary Education Sciences
基金
广西教育现代化与质量监测研究中心(南宁师范大学)“广西边境县区义务教育优质均衡发展的困境及对策(项目编号:JC2021016)”研究成果之一。
关键词
乡村教师
专业身份
公共身份
社会互构
rural teachers
professional identity
public identity
social interaction
