困境与调适:一名公费师范生入职适应期的教育叙事探究
Challenges and Adaptation: An Educational Narrative Exploration of a PubliclyFunded Teacher Training Student's Adaptation Period upon Employment
作者:付宇航1,唐佳钰2(1.北师香港浸会大学文化与创意学院，广东珠海519087;2.西南大学心理学部，重庆400715)
[摘要]:教师入职适应期关乎教育质量和教师队伍长运稳定。公费师范生作为一个特殊群体，在入职初期面临着独特挑战。采用个案叙事研究法，通过对一名新入职的公费师范生项目教师进行半结构深度访谈，探析其面临的多重压力源。研究发现新教师不仅经历从学生到教师的角色转换困难，还在教学实践、学生工作及政策约束下面临显著压力。个案凸显出公费师范生在适应期间职业要求与个人性格之间的适配难题，以及编制保障与职业发展限制并存的矛盾处境。为此提出，教师个体应当主动调适，寻求支持;学校及管理层应当优化环境，精准赋能;政策制定及优化应当增强弹性，关注发展。从而能够真正实现教师队伍建设“留得住、教得好、有发展”的长期目标。
[关键词]: 公费师范生;教育叙事研究;入职适应期
[Abstract]: The induction period for novice teachers is critical to both educational quality and thelong-term stability of the teaching workforce. As a distinct subgroup, government-funded normalschool students encounter unique challenges during their initial career stage. Through a case-basednarrative approach, this study conducts a semi-structured in-depth interview with a recently appointedteacher from the government-funded normal school student program to identify multiple stressorsencountered in their transition. Findings reveal that the early-career teacher not only struggled withrole transformation from student to educator but also faced notable pressures in teaching practice,student engagement, and institutional policy constraints. The case underscores the misalignmentbetween professional demands and personal disposition, as well as the dual reality of job securitycoexisting with restricted career progression. It is suggested that individual teachers should proactivelyadapt and seek support, educational institutions ought to optimize the working environment andprovide targeted empowerment, and policymakers should introduce more flexible measures focused onprofessional growth. These strategies will collectively contribute to achieving the long-term goal offostering a stable, competent, and developing teaching force.
[Key Words]: government-funded normal school students; educational narrative research;induction period
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