华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2024, Vol. 42 ›› Issue (10): 69-82.doi: 10.16382/j.cnki.1000-5560.2024.10.007

• 教师队伍建设 • 上一篇    下一篇

非师范专业人员“转行从教”的身份建构：基于扎根理论的分析

朱守信1, 程天君2   

  1. 1. 淮阴师范学院教育科学学院，淮安 223300
    2. 南京师范大学教育科学学院，南京 210097
  • 出版日期:2024-10-01 发布日期:2024-09-25
  • 基金资助:
    国家社会科学基金教育学重大项目“新时代教育公平的国家战略、推进策略与社会支持研究”（VGA220002）；国家自然科学基金青年项目“科班出身还是半路出家：师范教育对教师专业发展的累积效应研究”（72004076）。

The Identity Construction of Teachers Transition from Unprofessionally Trained Backgrounds: An Analysis Based on Grounded Theory

Shouxin Zhu1, Tianjun Cheng2   

  1. 1. School of Education Science, Huaiyin Normal University, Huai’an 223300, China
    2. School of Education Science, Nanjing Normal University, Nanjing 210097, China
  • Online:2024-10-01 Published:2024-09-25

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摘要：

教师资格制度开放化改革后，大批非师范专业人员通过参加考试获得从教资格，成为我国教师队伍的重要组成部分。对于非师范专业人员而言，由于职前缺少专门的教师教育培养，转行从教意味着其需要经历一个更为复杂的身份建构过程。本研究关注“职业转换”背景下非师范专业教师的身份建构过程，通过对32名非师范专业教师进行深度访谈，运用扎根理论构建出转行从教的身份建构概念模型。研究表明，转行从教身份危机来于非师范专业教师身份认知的连续性被打破，转行前预设身份与从教后感知身份出现断裂进而引发身份解构。非师范专业教师身份建构过程存在“自我否定—自我强化”消极身份循环，形成特有的互动拉锯状态，其本质是作为防御性自我呈现的身份探寻与协商方式。工作重塑是非师范专业人员完成职业转换的关键环节，也是建构教师身份的主要方式。非师范专业人员对于教师身份的理解和确认聚焦在工作上，倾向以“工作人”身份与学校发生关联，表现出典型的工作中心主义建构特征。

关键词: 非师范专业教师, 职业转换, 转行从教, 身份建构

Abstract:

After the reform of teachers’ qualification system, a large number of unprofessionally trained teachers (UTTs) have obtained qualifications through taking exams, becoming an important component of China’s teacher workforce. Due to the lack of specialized teacher education and training, transition to teachers means UTTs need to go through a more complex process of identity construction. This study focuses on the identity construction process of UTTs under the background of “career transition”. Through in-depth interviews with 32 UTTs, a conceptual model was constructed by using grounded theory methods. It has shown that the identity crisis of UTTs stems from the disruption of identical continuity—between pre-established identity and perceived identity after transition. The identity construction process of UTTs involves a negative identity cycle of “self negation-self reinforcement”, forming a unique interaction back and forth, which actually is a protective self presentation for identity exploration and negotiation. Work reshaping is crucial for UTTs to complete their career transition, and it is also the main way to construct their teacher identity. UTTs’ understanding and confirmation of teacher identity is typically work-centered, and tend to associate themselves with schools as purely “workers”.

Key words: unprofessionally trained teachers, career transition, transition to teachers, identity construction