教师教育研究2025，Vol.37Issue(3)：101-108,8.
嵌入与逃离:中小学师徒结对实践困境的社会学分析
Embeddedness and Escape:A Sociological Analysis of the Practical Dilemmas in the Mentorship Program for Primary and Secondary School Teachers
摘要
Abstract
The practice of pairing mentors and apprentices has a rich foundation in China's teacher education.Previous re-search has mainly analyzed the implementation status from the perspectives of education or management,while studies from the sociological or psychological angles are relatively scarce.By adopting Bourdieu's field theory as the observational per-spective,this paper constructs a framework for analyzing the mentor-apprentice pairing field and conducts an investigation and analysis of the current practice status.The research finds that due to their legitimate status,teachers in primary and secondary schools are"embedded"in the mentor-apprentice pairing field,presenting practical predicaments such as"dis-crepancy in willingness,restricted guidance,imbalanced system,and vulgar culture",as well as a psychological tendency to"escape".Based on focusing on the key elements influencing the practical predicaments of mentor-apprentice pairing,this paper proposes improvement suggestions from the perspectives of"school administrators,mentor teachers,and appren-tice teachers",namely"balancing interest demands,updating knowledge structure,and strengthening reflective practice",in an attempt to contribute to the improvement of the current practice status.关键词
中小学/师徒结对/场域理论/实践困境Key words
primary and secondary schools/mentor-apprentice pairing/field theory/practical predicaments分类
社会科学引用本文复制引用
耿素素..嵌入与逃离:中小学师徒结对实践困境的社会学分析[J].教师教育研究,2025,37(3):101-108,8.基金项目
本研究系2024年国家社会科学基金教育学重大项目课题"中小学生减负的路径与机制研究"(VHA240003)的研究成果之一 （VHA240003）
