“我能在农村学校生存下去吗?”流动农村职业早期教师弹性的发展

IF 1.6 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Xiaojing Yan, Bingqing Li
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引用次数: 0

摘要

摘要调动城市早期职业教师到普遍认为“资源不足”和“具有挑战性”的农村学校任教,已成为解决农村教师短缺和提高农村教师质量的途径。然而,人口结构的变化往往要求流动的农村早期职业教师(MR-ECTs)更好地为不同的教育环境做好准备。本定性案例研究探讨了中国广西一所农村小学四名硕士研究生的职业发展轨迹,包括他们在头两年教学中的适应过程和结果。通过半结构化访谈,本研究发现,MR-ECTs在某种程度上对农村学校的准备不足,并且首先采取了“赤字”心态来感知他们在农村学校的专业挑战。然而,他们在克服挑战和留在农村学校方面逐渐变得更有弹性,通过利用和收集其职前和在职经验中的可用资源,增强了他们的地方意识和农村准备。这种理解将使教师、教师教育工作者、政策制定者和学校领导能够以更明智的方式协助MR-ECTs的农村化和对农村学校的贡献。本研究获得蒙纳士大学人类研究伦理委员会(21222)颁发的《人类伦理批准证书》,并得到首都经济贸易大学(批准号:21222)的资助。XRZ2023009)。披露声明作者未报告潜在的利益冲突。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
‘Can I survive in the rural school?’ Development of mobile rural early-career teacher resilience
ABSTRACTMobilising urban early-career teachers to commonly perceived ‘under-resourced’ and ‘challenging’ rural schools has become an approach to address the rural teacher shortage and improve rural teacher quality. However, the demographic change often requires mobile rural-early career teachers (MR-ECTs) better prepare for a different educational environment. This qualitative case study explores the professional trajectories of four MR-ECTs in a rural primary school in Guangxi, China, regarding their process and outcome of adaptation during their first two years of teaching. Adopting semi-structured interviews, this study finds that the MR-ECTs were somehow under-prepared for the rural school and adopted a ‘deficit’ mindset in the first place to perceive their professional challenges in the rural school. Yet, they gradually became more resilient in overcoming the challenges and retaining in the rural school by harnessing and collecting available resources from their pre-service and in-service experiences to increase their place consciousness and rural readiness. This understanding will enable teachers, teacher educators, policymakers and school leaders to assist MR-ECTs’ ruralisation and contribution to rural schools in more informed ways.KEYWORDS: Early-career teachersrural educationteacher resilienceteacher mobility AcknowledgementsThis research obtained a Human Ethics Certificate of Approval from Monash University Human Research Ethics Committee (21222), and was supported by the Capital University of Economics and Business (Grant No. XRZ2023009).Disclosure statementNo potential conflict of interest was reported by the author(s).
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来源期刊
Journal of Education for Teaching
Journal of Education for Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.50
自引率
10.00%
发文量
61
期刊介绍: The Journal of Education for Teaching is an established international refereed periodical which publishes original contributions on the subject of teacher education. The journal interprets "teacher education" in the widest sense, to include initial training, in-service education and staff development. The editors welcome scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues.
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