教育科学 ›› 2022, Vol. 38 ›› Issue (4): 67-74.

• 教育政策与管理研究 • 上一篇    下一篇

“敬而远之”:场域理论视角下学前教育公费师范生的职业认同与从教选择*

李琼1,2, 赵江山1, 刘伟1,3   

  1. 1.北京师范大学 教师教育研究中心,北京 100875
    2.青海省人民政府-北京师范大学 高原科学与可持续发展研究院,青海 西宁 810016
    3.贵州师范大学 心理学院,贵州 贵阳 550025
  • 收稿日期:2021-08-03 出版日期:2022-07-15 发布日期:2022-09-13
  • 作者简介:李琼(1974- ),女,山东潍坊人,北京师范大学教师教育研究中心教授,青海师范大学特聘教授,主要从事教师教育研究;|赵江山(1998- ),男,河北邢台人,北京师范大学教师教育研究中心研究助理,主要从事教师教育研究;|刘伟(1987- ),男,贵州遵义人,北京师范大学教师教育研究中心博士生,贵州师范大学心理学院讲师,主要从事教师教育和心理健康教育研究。
  • 基金资助:
    *教育部人文社会科学重点研究基地重大项目“中国教师教育质量的评价体系研究”(19JJD880001)

“Respect but Keep Away”: Student Teachers'Professional Identity and Career Choice in Early Childhood Teacher Education Programs Through the Lens of Field Theory

Li Qiong1,2, Zhao Jiangshan1, Liu Wei1,3   

  1. 1. Center for Teacher Education Research, Beijing Normal University, Beijing 100875, China
    2. Academy of Plateau Science and Sustainability, People's Government of Qinghai Province & Beijing Normal University, Xining Qinghai 810016, China
    3. School of Psychology, Guizhou Normal University, Guiyang Guizhou 550025, China
  • Received:2021-08-03 Online:2022-07-15 Published:2022-09-13

摘要:

学前教育师范生在幼儿园参加教育实习时所收获的现实感受,会影响他们对幼儿园教师职业的认同和在幼儿园工作的从教选择。本研究以完成教育实习的12名学前教育专业公费师范生为研究对象,采用半结构访谈法,借助场域理论,实证分析了公费师范生对幼儿教师职业的认同状况以及从教选择。研究发现,学前教育公费师范生在实习过程中受到高校与幼儿园场域间、权力场域与实习场域间等多种张力和具体因素的影响,表现出主动反思的惯习;公费师范生高度认同幼儿教师职业对儿童发展的内在专业价值,但对其外在社会地位和薪酬待遇的认同度低,并对幼儿园教师这个职业表现出“敬而远之”的态度。

关键词: 学前教育, 公费师范生, 职业认同, 教育实习, 场域理论

Abstract:

The reality shock experienced by student teachers affected their professional identity and career choices. This research takes 12 public-funded normal students of preschool education major who have completed educational practice as the research objects, adopts semi-structured interview method, and with the help of field theory, empirically analyzes the status of public-funded normal students' identification with the preschool teacher profession and their choice of teaching. The study found that preschool education public-funded normal students were affected by various tensions and specific factors in the field of college and kindergarten, between the field of power and the field of practice, and showed a habit of active reflection; publicly funded normal students highly agree with the intrinsic professional value of the profession of kindergarten teachers to children's development, but they have low identification with their external social status and remuneration packages, and show a “stay away” attitude towards the profession of kindergarten teachers.

Key words: preschool education, public-funded normal students, professional identity, teaching practice, field theory

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