摘要
校园文化建设蕴含着促进教师认同校园文化的需要。研究基于扎根理论的质性研究范式,通过深度访谈和参与观察,在抽象出教师校园文化认同的12个主范畴的基础上,根据布迪厄场域-习性理论,建构由前认同意识、认同启动、认同探索、认同强化和后认同偏离五个阶段构成的教师校园文化认同模型,为学校行政管理人员及教师群体寻求有作为的校园文化建设路径。
The construction of campus culture contains the need to promote teachers to identify with campus culture.The research is based on the qualitative research paradigm of grounded theory.Through in-depth interviews and participation observation,on the basis of abstracting the 12 main categories of teachers'campus cultural identity,and according to Bourdieu's field habit theory,it constructs a teachers'campus cultural identity model consisting of five stages:pre-identity consciousness,identity initiation,identity exploration,identity strengthening and post identity deviation.The research finds a way to build an effective campus culture for the school administrators and teachers.
作者
魏丽玲
李桃
WEI Li-ling;LI Tao(Guangdong Communication Polytechnic,Guangzhou 510650,Guangdong,China)
出处
《广东交通职业技术学院学报》
2022年第4期124-128,共5页
Journal of Guangdong Communication Polytechnic
基金
学习型服务型创新型“三型”教师党组织建设联动机制研究——以广东交通职业技术学院为例(项目编号:JB-B-02-0113-22-012k)
产教融合背景下高职院校现代产业导师队伍建设的研究与实践——以广东交通职业技术学院为例(项目编号:GDCP-ZX-2022-022-N1)。
关键词
高职院校
教师校园文化认同
扎根理论
场域-习性理论
模型构建
higher vocational colleges
teachers'campus cultural identity
grounded theory
field habit theory
model building
