摘要
和谐师徒带教关系只能是在充分知识共享环境中才有可能实现的言论一度甚嚣尘上,这就亟需深入思考和澄清新时代教师师徒带教关系。守候职初教师的“相信”是其指导教师普遍的关系诉求。反观职初教师自身的位格属性也往往促成着“相信”的发生。对职初教师的教育叙事分析,发现他们的“相信”具有多重意涵,包括认可、理解、珍惜和感恩。一种在结构内纠缠着爱怜愁怨的网格关系在职初教师和指导教师之间悄然生成,而这种关系往往源于师徒情感的传递被“相信”所限定的师徒位格场域而遏抑。但情感褶皱也不是静止的,在走进课堂的职初教师和指导教师互动中或许形成于认知迷失,也可以散失于认知重绘。
Remark that a harmonious relationship between teachers and apprentices can only be realized in an environment of full knowledge sharing was once rampant,and it is urgent to think deeply and clarify the relationship between teachers and apprentices in the new era.Waiting for the pre-service teachers'"believe"is the general relationship appeal of their mentor teachers.On the other hand,the position attributes of the pre-service teachers often contribute to the occurrence of"believe".By analyzing the educational narrative of some pre-service teachers,it is found that their"believe"have multiple meanings,including recognition,understanding,cherishing and gratitude.There is a grid relationship entangled with love and sorrow in the structure,which is quietly linked between the pre-service teachers and the mentor teachers,and this relationship often stems from the fact that the transmission of mentoring emotion is suppressed by the mentoring field limited by"believe".However,emotional"barrier"is not a rubber drum,which may be formed in a moment's mystery or can be lost between thoughts in the interaction between the pre-service teachers and mentor teachers.
作者
赵文政
Zhao Wenzheng(Shaanxi Normal University,Xi'an 710062)
出处
《当代教育论坛》
北大核心
2021年第3期89-97,共9页
forum on contemporary education
基金
陕西师范大学中央高校基本科研业务费专项资金资助项目“立时代新人:中学生劳动‘修身’德育研究”(编号:2019TS046)
北京师范大学中国基础教育质量监测协同创新中心自主课题“中小学德育干部数字化胜任力模型构建与应用研究”(编号:BJZK-2019A3-19018)的阶段性研究成果
关键词
职初教师
指导教师
教师专业发展
自传社会学
关系场域
pre-service teachers
mentor teachers
teacher education
autobiographical sociology relational field
作者简介
赵文政,陕西师范大学教育学院博士研究生,研究方向:教育领导与管理、教师专业发展(西安710062)。
