身份认同视域下的乡村教师专业成长研究——基于全国30个省乡村教师调查数据的多元线性回归分析
Research on the Professional Growth of Rural Teachers from the Perspective of Identity— Multivariate Linear Regression Analysis Based on Survey Data
  
DOI:
中文关键词:  乡村教师;身份认同;乡村教师专业成长
英文关键词:rural teachers, identity, rural teachers’ professional development
基金项目:本文系全国教育科学规划课题国家一般项目“身份认同视阈下的乡村教师专业成长研究”(项目编号:BHA170152)、江苏高校哲学社会科学重点课题“《乡村教师支持计划(2015—2020年)》下的乡村教师身份认同与专业成长研究”(项目编号:2017ZDIXM151)、盐城市乡村教育专项课题“乡村优秀教师专业成长案例研究”(项目编号:XCZX21087)的研究成果。
作者单位
段志贵 盐城师范学院 
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中文摘要:
      通过对全国30个省(市、自治区)2814名乡村教师进行问卷调查,研究采用R语言建构多元线性回归模型,解析当前乡村教师身份认同、专业成长状况及其相关性。研究发现:乡村教师的身份认同不均衡,群体身份认同有待改善;乡村教师的专业成长有短板,学科知识技能有待加强;乡村教师专业成长及其五个子维度与身份认同显著相关。为此,研究提出:要以完善政府政策体系为保障,促进乡村教师身份认同;要以学校人文关怀为先导,鼓励乡村教师加强专业成长;要以身份认同为抓手,激发乡村教师专业成长的内驱力。
英文摘要:
      Based on a questionnaire survey of 2814 rural teachers in 30 provinces (cities), a multiple linear regression model was constructed by using R language to analyze the current status of rural teachers’ identity, professional growth and their correlation. This research has found that the identity of rural teachers is not balanced and the group identity needs to be improved. Rural teachers’ professional development has shortcomings and their subject knowledge and skills need to be improved; their professional growth and its five sub-dimensions are significantly correlated with their identity. Therefore, this research has proposed improving the government policy system as the guarantee to promote the identity of rural teachers, encouraging them to strengthen their professional growth with school humanistic care as the guide, and stimulating their inner driving force for their professional growth with teacher identity as the starting point.
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