华东师范大学学报(教育科学版) ›› 2017, Vol. 35 ›› Issue (6): 126-136+157.doi: 10.16382/j.cnki.1000-5560.2017.05.014

• 教师教育 • 上一篇    下一篇

师徒互动对师范实习生专业观念的影响——交换理论的视角

江淑玲1, 陈向明2   

  1. 1. 浙江师范大学教师教育学院, 浙江金华 321004;
    2. 北京大学教育学院, 北京 100871
  • 出版日期:2017-12-20 发布日期:2017-11-14
  • 基金资助:
    浙江省高校人文社科重点研究基地(浙江师范大学教育学基地)一般项目"教研员指导教学的知识转化研究"(ZJJYX201402);教育部人文社会科学研究规划课题"知识转化与身份获得:实习生与重要他人互动模式研究"(10YJA880017)。

Interactions between Student Teachers and their School Mentors: Perspective of Exchange Theory

JIANG Shuling1, CHEN Xiangming2   

  1. 1. Teacher of College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China;
    2. Graduate School of Education, Perking University, Beijing 100871, China
  • Online:2017-12-20 Published:2017-11-14

摘要: 师范生在实习时是如何学习的?他们与指导教师是如何互动的?师徒互动对他们学习教学有什么影响?——现有研究对这些问题鲜有深入探究。对现有实习制度安排下师徒互动中师范实习生专业观念的发展状况进行探索,有利于检验制度安排与师范实习生专业培养的合理性。本文采用个案研究方法,深入观察反向阻抑型师徒互动模式下的实习活动,结合布劳的交换理论,对其中权力的社会交换关系进行微观分析。研究发现:指导教师和实习生依照理性原则启动互动,在互惠原则和公正原则立场上平衡自己的付出与报酬。当报酬被对方认可时,双方易产生整合的倾向;当报酬被对方否认或拒绝时,双方易产生对立与分歧。师徒互动中权力的对立与整合对实习生影响重大,导致他们对自己在实习期间完成教学任务、实现教育目标的自我预期、判断和评价产生很大差异,并在一定程度上影响了他们的专业观念。在一些地方院校,实习生不仅在大多数情况下没有获得制度所规定的指导,而且在当地"实习无用""指导教师不管事只管分"等不良集体观念"合法化"下,对实习失去认可和信心。不过,即使在获得指导机会不均等的情况下,依旧有一些实习生通过权力的社会交换,得到了改变自己境遇的机会。

关键词: 交换理论, 情感, 权力, 师徒互动

Abstract: The analysis on the interaction between student teachers and their mentors can reveal how student teachers learn in the education practice, which helps to deepen our understanding of the exiting tutor system in China. Using the case study methods, the authors provide a deep description of the interaction between student teachers and their school mentors in their education practice in schools. Based on Blau's exchange theory, the paper offers a microanalysis on the exchange of power and emotion in the interaction to explore the learning activities of student teachers. Our findings show that the student teachers and their mentors begin their interaction with rational principle, then balance their giving and rewarding based on the principle of reciprocity and fairness. When the rewarding is accepted by each other, the trend of integration can be observed. If not, the trend of disparity can be observed. In the interaction, the integration and disparity of the power influence the career identity and professional ideas of the student teachers. In some local colleges, student teachers cannot acquire required mentoring from the school mentors, and lose recognition and confidence in their practice. However, some student teachers can manage to change the situation in the exchange of power and emotion.

Key words: exchange theory, emotion, power, interaction