師範院校合併升格背景下的教師教育者專業困境：以一所地方新建本科院校為例

教師教育者的專業化已成為必然趨勢，然而國內外對教師教育者的相關研究卻明顯不足。因此，本文以生態取向的教師專業發展理論為研究視角，採用質性研究方法，對教師教育者的教學工作狀態及其影響因素進行了探究。本文以X學院為個案，運用訪談、觀察、實物收集等技術方法收集資料，採用紮根理論三級編碼的方式進行分析。研究發現：教師教育者處於職業倦怠和情緒勞動的狀態中，其原因包括，學生出於市場化的要求而選擇不配合；學校對教師教育者缺乏支持；教師文化不良。其背後是：教師教育者的情緒勞動與倦怠中的身份轉型困境；中師升格的“量質落差”；市場化進程中“變”與“不變”的沖突；高校管理中“收”與“放”的權衡。
The professionalization of teacher educators has been an international trend, but there is lack of studies on it. In this study, qualitative research methods including interview, participant observations, and documentary were used to inquiry the work of 7 teacher educators in X College. The results indicate that teacher educators in X College were under the dilemma of burnout and emotional labor due to the lack of recognition of students, less support from university, and unhealthy teacher culture. The cruxes of the dilemma include: failing to construct a new professional identity as teacher educator rather than teacher trainer of the normal school; the new established college more than in name than in reality; the conflict between the tradition of teacher education and marketization needs; the unbalance of empowerment and high education management. Copyright © 2018 北京師範大學；華東師範大學；高等學校師資培訓交流北京中心.