“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

批准号:
72004076
项目类别:
青年科学基金项目
资助金额:
24.0 万元
负责人:
朱守信
依托单位:
学科分类:
教育管理与政策
结题年份:
2023
批准年份:
2020
项目状态:
已结题
项目参与者:
朱守信
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中文摘要
教师是教育质量的基石保证,开放化背景下我国教师供给已形成典型“双轨制”来源结构。课题以是否接受过师范教育作为“科班出身”与“半路出家”划分依据,立足两类不同来源教师专业发展差异的比较,探索师范教育对教师专业发展的累积效应,回应理论和实践领域的矛盾质疑。综合已有研究文献,课题提出“教育—个体—环境”多维分析框架,基于“中国教育追踪调查”数据,使用倾向得分匹配法检验师范教育对教师专业发展的影响,借助Logistic生长曲线拟合教师专业发展累积效应函数,同时对教师个体中介作用和学校环境调节作用进行假设检验。课题还将结合对两类教师个人生活史的深入考察,运用文本编码、“情境—行动”分析和现象学阐释等质性方法和手段,探究教师职前培养与职后发展的内在关联和作用机制。在实证研究结论基础上,批判和反思“优势累积”理论在教师领域的适用,推进教师专业发展理论建构,为中国教师教育供给侧改革提供决策支持。
英文摘要
Teachers are the cornerstone of education quality. Under the background of openness, China has formed a typical “two-track” structure of teachers. Hence we divide teachers into “professionally-trained” and “halfway-switched” according to whether they have received college-based teacher education. This research aims to explore the cumulative effect of college-based teacher education on teachers’ professional development by comparing discrepancies of above “two-track” teachers in response to contradictions and doubts from theoretical and practical fields. By reviewing previous literatures, we put forward a multidimensional analysis framework of Education-Individual-Environment. Based on the data of China Education Panel Survey, this research uses Propensity Score Matching to test the influence of college-based teacher education on teachers’ professional development, figure out cumulative effect function with Logistic growth curve, and test mediating role of individuals and moderating role of schools. We will also penetrate into the two types of teachers’ personal life history by adopting qualitative methods in terms of text coding, Situation-Action analysis and phenomenological interpretation to explore the internal mechanism relating teachers’ pre service education and post service development. On the basis of empirical conclusions, this research hopes to reflect critically on the application of Cumulative Advantage theory into teachers, promote theoretical construction of teachers’ professional development, and provide policy suggestions to the supply side reform of China teacher education.
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DOI:--
发表时间:2023
期刊:湖南师范大学教育科学学报
影响因子:--
作者:朱守信
通讯作者:朱守信
DOI:--
发表时间:2023
期刊:教育与经济
影响因子:--
作者:程天君;朱守信
通讯作者:朱守信
DOI:--
发表时间:2023
期刊:教育学报
影响因子:--
作者:朱守信;程天君
通讯作者:程天君
国内基金
海外基金
