作　　者： ;

机构地区： 华东师范大学教育科学学院国际与比较教育研究所

出　　处： 《教育发展研究》 2020年第15期54-62,共9页

摘　　要： 乡村教师情感、情怀是影响其留任的重要因素,然而已有的教师身份建构研究中甚少回答教师的情感劳动及教育情怀在其中的作用的问题。本研究以优秀乡村教师为研究对象,通过焦点小组访谈确定四个典型案例对其进行个别访谈,运用NVivo12对访谈材料进行三级编码。研究发现,情感劳动在乡村教师身份建构中发挥着重要作用,影响教师的留职意向;师生关系是影响乡村教师身份建构的关键因素;教育情怀是乡村教师坚守逆境的重要动力。故要让乡村教师"留得住"和"留得久",需营造良好的乡村环境,让教师乐于从教;为乡村教师提供心理、情感、专业支持,缓解教师消极的情感劳动;同时基于乡村,为乡村培育有情怀的教师。 The rural teacher’s emotion and sentiment is a key factor influencing teacher’s retention. However,research on teacher identity construction pay little attention on the role of emotional labor and educational sentiment in the identity construction. The study chose four typical rural teachers through focus groups interview,adopted individual interview on their identity construction,and used NVivo 12 to conduct three-level coding of interview materials. The research findings are as follows:The employment intention is not an important factor affecting the construction of teachers’ identity;The positive relationship between teachers and students is the key factor that affects teachers’ identity construction;The educational sentiment is the driving force of teachers’ persistence. Therefore,to encourage rural teacher’s retention and commitment in education,policy makers should create friendly rural environment,provide rural teachers with psychological,emotional and professional support,and prepare rural-based teachers with missions for rural education.

关 键 词： 乡村教师 情感劳动 教育情怀 身份建构

领　　域： [文化科学—教育学] [文化科学—教育技术学]