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| “师范热”现象是“实质繁荣”吗?——基于跨专业教育硕士“跨考”行动逻辑的分析 |
| Is the Phenomenon of "Teacher Education Fever" a "True Prosperity"?——An Analysis Based on the Action Logic of Postgraduates Taking"Cross-discipline Examination" for Teacher Education |
| 投稿时间：2024-09-12 |
| DOI：10.19834/j.cnki.yjsjy2011.2025.02.08 |
| 中文关键词: 教育硕士;小学教育;师范热;能动再生产;道德型动机 |
| 英文关键词: master of education;elementary education;teacher education fever;active reproduction;moral motivation |
| 基金项目:国家社会科学基金(教育学)一般课题“高校困难学生社会互动中情感能量的形成机制研究”(BIA230183) |
| 作者 | 单位 | | 刘铖 | 南京大学 教育研究院, 南京 210023 | | 陈鹏 | 江苏师范大学 教育科学学院, 江苏 徐州 221116 |
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| 中文摘要: |
| 近年来,“师范热”现象日益成为社会热流,跨专业报考教育硕士者亦越来越多,教师职业吸引力看似正在不断提高,然而,一个问题值得反思:该现象是否代表着师范专业的“实质繁荣”,即构成“师范热”现象微观基础的是教师职业本身的道德吸引力吗?通过对12名跨专业小学教育硕士的访谈,并采用扎根理论分析“跨考”的行动逻辑发现,核心类属“能动再生产”可以从理论层面概括该行动逻辑:他们既在经验反思和理性考量中做出“能动”选择,也在父辈、同辈文化乃至职业、象征秩序和性别生产关系等社会结构性特征的“再生产”中做出决策。据此可以发现,构成“师范热”现象微观基础的,除受社会结构推动的“非理性行动”外,主要是个体层面的“强利益型动机”和“弱道德型动机”,这意味着“师范热”现象的道德性微观基础并不稳固。为此,需识别、挖掘或强化跨考者报考教育硕士的“道德型动机”,转化“非理性行动”,从而促进师范专业的“实质繁荣”。 |
| 英文摘要: |
| In recent years, the phenomenon of "teacher education fever" has increasingly become a social trend, with more and more university graduates from other disciplines applying for Master of Education (Ed.M.) programs. This trend suggests that the attractiveness of the teaching profession is increasing.A question worth reflecting on, however, is whether this phenomenon represents a true prosperity of teacher education, or whether the micro-foundation of teacher education is based on the moral appeal of the teaching profession itself?Through the interviews with 12 professional postgraduates in primary education who came from other disciplines, and through grounded theory analysis of their logic of action in taking the cross-disciplinary examinations, we find that the core category of "active reproduction" can summarize the logic of action from the theoretical level:They make "active" choices based not only on empirical reflection and rational deliberation, but also on the "reproduction" of social structural features such as parental and peer cultures, occupational and symbolic orders, and gendered relations of production. This analysis shows that in addition to the "irrational actions" driven by social structures, the micro-foundation of the phenomenon of "teacher education fever" mainly consists of "strong profit motive" and "weak moral motive" at the individual level, which indicates that the moral micro-foundation of the "teacher education fever" is not so strong. Therefore, it is necessary for us to identify, explore, or strengthen the "moral motive" of those who take the exam to transfer to Ed.M. programs and change their "irrational actions" in order to promote the "true prosperity" of teacher education. |
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