夹在 "Scylla "和 "Charybdis "之间的青年教师:社会学视角下的专业缺陷(斯维尔德洛夫斯克地区案例)

E. Pryamikova, Elena Shalagina, Olga N. Shikhova
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引用次数: 0

摘要

教师专业不足的话题已变得越来越广泛。师资短缺不仅影响到小城市,也影响到大城市,导致需要用不同水平和教育质量的专业人员来填补空缺职位。问题不仅在于找到教师,还在于留住教师。解决这一问题的办法之一是导师计划,它可以缓解这种情况下的心理紧张,但由于教育系统的系统性问题,并不能完全解决这一问题。为了找出导致青年教师专业缺陷的因素,2021-2022 年开展了一项社会学研究。分析的实证基础包括斯维尔德洛夫斯克地区青年教师的调查数据(n = 918)以及与师范生和青年教育工作者的焦点小组材料。对研究结果的分析表明,青年教师的能力缺陷在他们从大学教育向学校工作过渡的过程中具有适应性。典型的专业缺陷包括难以完成必修的教育文件、专题备课、雄心勃勃、缺乏对实际情况进行建设性评估的技能、在维持课堂纪律方面存在问题、在与学生沟通和实施特殊教育技术方面的理论和实践准备薄弱,以及在与包括残疾学生在内的特定学生群体合作方面存在困难。专业缺陷是年轻专业人员无法成功适应的一个原因,使适应过程充满挑战,并增加了他们放弃这一职业的可能性。加剧专业缺陷问题的主要因素包括:青年教师的适应期缩短、各主管部门对教师的控制和评估活动增多、对青年教育工作者在任教第一年的专业水平要求较高、不同内容的工作量增加。
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Young teachers caught between “Scylla” and “Charybdis”: professional deficits in a sociological perspective (case of Sverdlovsk region)
The topic of professional deficits among teachers has become increasingly widespread. The shortage of teaching staff affects not only small but also large cities, leading to the need to fill vacant positions with professionals of varying levels and educational quality. The issue is not just about finding teachers but also retaining them. One solution to this problem is mentorship programmes, that relieve the psychological tension in the situation but do not fully resolve it due to systemic issues in the education system. To identify the factors leading to professional deficits among young teachers, a sociological study was conducted in 2021–2022. The empirical basis for the analysis included survey data from young teachers in the Sverdlovsk region (n = 918) and materials from focus groups with teacher trainees and young educators. The analysis of the research results revealed that the competence deficits of young teachers have an adaptive nature during their transition from university education to working in schools. A typical set of professional deficits includes difficulties in completing mandatory educational documentation, thematic lesson planning, high ambitions, a lack of skills in constructive assessment of real situations, problems in maintaining discipline in the classroom, weak theoretical and practical preparation for communicating with students and implementing special educational technologies, as well as difficulties in working with specific student groups, including those with disabilities. Professional deficits are a cause of unsuccessful adaptation for young professionals, making the process challenging and increasing the likelihood of them abandoning the profession. The main factors exacerbating the issue of deficits include the reduction in the adaptation period for young teachers, increased control and assessment activities by various authorities concerning teachers, high demands for the professionalism of young educators in their first years of teaching, and increased workload of different contents.
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