摘要
自"国培计划"实施以来,乡村教师队伍的质量和结构得以明显改善,但教师专业发展仍存在资源匮乏、培训渠道单一和学习支持体系欠缺等不足。近年来,教育公益组织的兴起适应了教师专业发展的新需求,改变了教师专业发展模式。教育公益组织在参与乡村教师专业发展时面临着物资嵌入空间窄化、成员关系补偿弱化、文化框架搭建空心化等窘境。为提高乡村教师专业发展的科学性、适切性和实效性,可借助资源动员理论的"资源动员"、"成员动员"与"框架动员"作为分析框架,探寻公益组织助推乡村教师专业发展的路径转向,即多渠募集,健全"分层式"公益筹资机制;内外兼修,构建"复合型"社会关系网络;以柔克刚,重塑"生态型"价值目标框架等。
since the implementation of the"national training plan",the quality and structure of rural teachers have been significantly improved,but there are still some demands for teachers’professional development,such as lack of resources,single training channels and lack of learning support system.In recent years,the rise of educational public welfare organizations has adapted to the new needs of teachers’professional development and changed the model of teachers’professional development.When participating in the professional development of rural teachers,educational public welfare organizations are faced with the dilemma of narrowing the space of material embedding,weakening the compensation of membership,hollowing out the construction of cultural framework and so on.In order to improve the scientificity,appropriateness and effectiveness of rural teachers’professional development,we can use the"resource mobilization","member mobilization"and"framework mobilization"of resource mobilization theory as the analytical framework to explore the path turn of public welfare organizations to promote rural teachers’professional development:that is,multi-channel fund-raising and improve the"layered"public welfare financing mechanism,aimed at building a"compound"social relationship network,overcoming hardness with softness,and reshaping the"ecological"value target framework,etc.
作者
肖菊梅
周婷
赵洁岩
Xiao Jumei;Zhou Ting;Zhao Jieyan(School of Teacher Education,Huzhou Normal University,Huzhou 313000)
出处
《教育发展研究》
CSSCI
北大核心
2021年第18期62-69,共8页
Research in Educational Development
基金
2022年度浙江省哲社规划课题“浙江省城乡义务教育一体化过程中乡村教育治理研究”
2020年浙江省教育科学规划课题“赵廷为小学教育思想与实践研究”(2020SCG032)的阶段性成果。
关键词
公益组织
资源动员理论
乡村教师专业发展
窘境
路径
public welfare organization
resource mobilization theory
professional development of rural teachers
dilemma
route
