| 连丽萍,吴荔红.基于扎根理论的在职培训对幼儿教师专业发展影响的研究[J].陕西学前师范学院学报,2019,35(2):86-90 |
| 基于扎根理论的在职培训对幼儿教师专业发展影响的研究 |
| A Research on the Influence of on-the-job Trainingbased on Grounded Theory on the Professional Development of Preschool Teacher |
| 投稿时间：2018-09-05 修订日期：2018-10-13 |
| DOI：10.11995/j.issn.2095-770X.2019.02.018 |
| 中文关键词: 在职培训 幼儿教师专业发展 专业发展影响 |
| 英文关键词: On-the-job Training Professional Development of Preschool Teachers Professional Development Impact |
| 基金项目:全国教育“十二五规划”2012年度单位资助教育部规划课题（FHB120470） |
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| 中文摘要: |
| 参照使用最为广泛的“扎根理论”创始人之一Strauss（斯特劳斯）的扎根理论和建构主义取向性的Charmaz（卡麦兹）的扎根理论对21篇访谈材料和12篇心得体会进行层层编码分析，探寻在职培训对幼儿教师专业发展产生的影响，建构出以“多元成长”为核心类属，包含“主动成长型”、“冲突成长型”、“互动成长型”、“激励成长型”四个次类属的理论框架。对此，政府、培训组织管理者应齐心协力，采取相应措施，共同提升在职培训实效性，促进幼儿教师专业发展。 |
| 英文摘要: |
| The most widely used “grounded theory” which is founded by Strauss and “grounded theory” of constructivism which founded byCharmaz are adopted to code analysis layer bye layer on the 21 interview materials and 12 experiences. The influence of on-the-job training on the development of preschool teacher is mainly studied. “Multi-growth”- four subordinate theoretical framework, include “active growth"; "conflict growth"; "interactive growth"; and "incentive growth", is established as the core category. The government and the managers of training organization should work together to improve the effectiveness of on-the-job training and promote the professional development of preschool teachers by taking corresponding measures. |
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