本文基于历史社会学视角,探讨老、中、青三代乡村教师身份认同的动态建构过程,并分析建构背后教师个体和社会互动的内在机理。通过目的性抽样对3位不同年代的乡村教师个案开展叙事分析,研究发现:老、中、青三代乡村教师对身份认同存在...本文基于历史社会学视角,探讨老、中、青三代乡村教师身份认同的动态建构过程,并分析建构背后教师个体和社会互动的内在机理。通过目的性抽样对3位不同年代的乡村教师个案开展叙事分析,研究发现:老、中、青三代乡村教师对身份认同存在较大的差异性:骄傲的人民教师;幸福的专业教师;妥协的教育从业者。在遵循教师身份认同建构一般规律的基础上,乡村教师身份认同建构有其自身的特殊性,成长经历、教育经历、从教意愿、专业能力、个体乡土性以及职前乡情教育等个体因素在与社会制度环境的互动博弈中共同建构乡村教师的身份认同。而乡村教育的文化环境、制度环境和育人环境等历时性衍变则催生出不同年代乡村教师身份认同的个体差异性。基于此,研究认为,回归乡土是重构乡村教师身份认同的有效路径。This study adopts a historical sociology perspective, aiming to explore the dynamic construction process of rural teacher identity among the old, middle and young generations, and hoping to uncover the hidden interaction mechanism of individual and society. Through a narrative analysis of three teacher cases from different generations under the guidance of purposive sampling, the study shows that the identity of rural teachers from different generations is discrepant and three categories coexist, namely a people’s teacher being proud, a professional teacher with great happiness and an education worker subject to reality. The rural teacher identity construction follows the general rule of teacher identity construction, and possesses its own feature. Individual factors, such as life experience, education experience, teaching willingness, professional ability, personal earthbound nature and preservice rural teacher education, interact with policy environment of rural society and they jointly contribute to the construction of rural teacher identity. Additionally, the chronologica展开更多
文摘本文基于历史社会学视角,探讨老、中、青三代乡村教师身份认同的动态建构过程,并分析建构背后教师个体和社会互动的内在机理。通过目的性抽样对3位不同年代的乡村教师个案开展叙事分析,研究发现:老、中、青三代乡村教师对身份认同存在较大的差异性:骄傲的人民教师;幸福的专业教师;妥协的教育从业者。在遵循教师身份认同建构一般规律的基础上,乡村教师身份认同建构有其自身的特殊性,成长经历、教育经历、从教意愿、专业能力、个体乡土性以及职前乡情教育等个体因素在与社会制度环境的互动博弈中共同建构乡村教师的身份认同。而乡村教育的文化环境、制度环境和育人环境等历时性衍变则催生出不同年代乡村教师身份认同的个体差异性。基于此,研究认为,回归乡土是重构乡村教师身份认同的有效路径。This study adopts a historical sociology perspective, aiming to explore the dynamic construction process of rural teacher identity among the old, middle and young generations, and hoping to uncover the hidden interaction mechanism of individual and society. Through a narrative analysis of three teacher cases from different generations under the guidance of purposive sampling, the study shows that the identity of rural teachers from different generations is discrepant and three categories coexist, namely a people’s teacher being proud, a professional teacher with great happiness and an education worker subject to reality. The rural teacher identity construction follows the general rule of teacher identity construction, and possesses its own feature. Individual factors, such as life experience, education experience, teaching willingness, professional ability, personal earthbound nature and preservice rural teacher education, interact with policy environment of rural society and they jointly contribute to the construction of rural teacher identity. Additionally, the chronologica
