摘要
民族地区乡村青年教师的职业认同影响着民族地区乡村教师队伍的建设和教育质量的提升。通过对甘孜藏族自治州177名乡村青年教师调研发现,该地区乡村青年教师职业认同总体处于较高水平,但职业认同发展面临着一些因素的阻碍,包括“教非所学”,乡村学校布局的调整,职称评定难度大,社会地位不高,专业发展动力不足等。未来需要优化民族地区乡村青年教师从业环境,完善符合民族地区乡村青年教师的政策保障体系;优化民族地区乡村青年教师资源配置;提升民族地区乡村青年教师社会尊重认可度;促进民族地区乡村青年教师专业发展;增强民族地区乡村青年教师对乡土文化的感知力等,全面提升民族地区乡村青年教师职业认同度。
The professional identity of rural young teachers affects the construction of education team and the improvement of education quality in ethnic areas.Through a survey of 177 rural young teachers in Ganzi Tibetan Autonomous Prefecture,it is found that the professional identity of rural young teachers in this region is generally at a high level,but the development of professional identity is hindered by some factors,which includes the facts such as the teachers aren′t assigned with teaching jobs according to their majors,the schools′overall plans aren′t adjusting according to their needs,the professional titles are hard to achieve,they are not receiving due social respect and short of motivation to develop their career.In the future,it is necessary to optimize the working environment of rural young teachers in ethnic areas,improve the policy guarantee system,promote distribution of teacher resources;improve the social respect towards rural young teachers in ethnic areas,promote their career development,and strengthen their awareness of the learning of local culture.
作者
凌娜
LING Na(School of Educational Science,Sichuan Minzu College,Kangding,Sichuan 626001,China)
出处
《西昌学院学报（社会科学版）》
2022年第2期108-114,共7页
Journal of Xichang University：Social Science Edition
基金
四川民族学院校级课题:民族地区乡村教师的乡土情怀生成路径研究(XYZB2112SB)。
关键词
乡村青年教师
职业认同
民族地区
rural young teachers
professional identity
ethnic areas
