摘要:
通过对69名在读和已经毕业的省/部属公费师范生一对一半结构深度访谈,运用扎根理论方法,三级编码分析公费师范生动态从教意愿影响因素及其关联关系,并思考何以完善公费师范生政策。研究发现:个人理想和职业形象是公费师范生从教意愿的持续影响因素;分数限制、他人建议、师者影响、家庭境遇、政策感知等外部因素,自我意识等内部因素,会影响报考前“虚拟教师”的从教意愿;就读体验、职业体会和履约意愿会影响就读时“准教师”的从教意愿;发展抉择和执教忠诚会影响工作后“正式教师”的从教意愿。从报考到就读再到工作,可将公费师范生的动态从教意愿划分为积极稳定、正向顺转、消极稳定、负向逆转四种类型。由此,可围绕报考、就读和工作三个阶段,针对从教意愿影响因素,改进和完善公费师范生政策,让乐教适教的优秀学生选择和扎根基层教育。
Abstract:
Through in-depth interviews with 69 provincial/ministry public funded normal students who are currently studying and have graduated,this paper analyzes the factors affecting the dynamic teaching willingness of public funded normal students and their correlation by using the grounded theory method and three-level coding,and considers how to improve the policy of public funded normal students. The results show that:personal ideal and professional image are the continuous influencing factors of public funded normal college students' willingness to teach;External factors such as score limitation,others' suggestions,teacher's influence,family situation,policy perception,and internal factors such as self-awareness will affect the “virtual teacher”'s willingness to teach before applying for the exam. The study experience,career experience and willingness to fulfill the contract will affect the “prospective teachers” willingness to teach. Development choice and teaching loyalty will affect the willingness of “formal teachers” after working. From examination to study and then to employment, the dynamics of public funded normal university students can be divided into four types from teaching intention:positive stability,positive forward transformation,negative stability and negative reversal. In this regard,we can focus on the three stages of application,study and employment,aiming at the factors affecting the willingness to teach,improve the policy of public funded normal college students, so that excellent students who are happy to teach can choose and take root in grassroots education.
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