Study on the Professional Growth Mechanism of Novice Teachers from the Perspective of Multiple Institutional Systems——An Analysis of the Implementation Dilemma of Curriculum Reform
To explore the impact of different levels of institutional contexts on the professional development of novice teachers against the backdrop of curriculum reform policy,18 novice teachers were in-terviewed.The outcomes show that novice teachers are in the institutional context of multiple institutions,and the interaction between multiple subjects around classroom teaching shapes their teaching decisions.Among va-rious institutions,the teaching and research institution,listening and reviewing institution,and open class in-stitution,as the main institutions to activate the curriculum reform behaviors of novice teachers,have the most prominent impact on their professional development.Placing the professional growth practice of novice teachers in multiple institutional contexts within the context of curriculum reform reveals that novice teachers generally agree with the value orientation of curriculum reform,but their agency is limited by the uncertainty of students and the singularity of evaluation.Therefore,they can only adopt a superficial strategy to balance the conflict between surface normative institutional elements and deep cultural cognitive elements.
novice teachersteacher professional developmentcurriculum reformmultiple institutional systemsinhabited institutionalism
NETL
NSTL
万方数据
