天津市教科院学报2023，Vol.35Issue(5)：62-75,14.DOI:10.3969/j.issn.1671-2277.2023.05.005
新生代乡村教师社会身份建构的教育民族志考察
Educational Ethnography on the Construction of Social Identity of New Generation Rural Teachers
摘要
Abstract
There is a certain paradox in the current academic discussion on the urbanization characteristics and social identity construction of the new generation of rural teachers.In response to the construction of high-quality rural teachers and the realization of the modernization of Chinese-style rural education,this study is based on the educational ethnography research paradigm,integrates the perspective of new institutionalist sociological analysis,and presents,describes,and explains how the new generation of rural teachers construct their social identity in the field of rural social organization as a whole from the macro dimension of"guest-self".The research shows that the"regulatory,normative,cultural-cognitive"system elements are the main factors affecting the construction of the social identity of the new generation of rural teachers.The contest between the two sets of institutional logic of"guest-me"and"main-me"leads to why social identity construction is difficult;"I am a teacher-I am a rural teacher-I am a rural teacher"cognitive schema leads to social identity construction;"pre-endowed-structural-constructive"symbiotic presence is what should be done to realize social identity construction.The shaping and dynamic characteristics of"guest-me"in the social identity construction of the new generation of rural teachers can provide a reference for the high-quality development of rural education.关键词
新生代乡村教师/社会身份/身份认同/教育民族志/社会学新制度主义Key words
the new generation of rural teachers/social identity/identity/educational ethnography/Sociological New Institutionalism分类
社会科学引用本文复制引用
苏鹏举..新生代乡村教师社会身份建构的教育民族志考察[J].天津市教科院学报,2023,35(5):62-75,14.基金项目
2018年度国家社科基金重点项目"西部乡村振兴中的教师教育供给制度研究"(18AMZ015). （18AMZ015）
