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初任心理教师社会化困境、影响因素及对策

Socialization Dilemma, Influencing Factors and Countermeasures for Beginning Psychology Teachers

Education Study / 2025,7(6): 599-604 / 2025-06-10 19 12

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• Authors: 钟艺茹 刘欣 陈翠
• Information:

  苏州科技大学教育学院，苏州

• Keywords:
  Beginning teachers; Teacher socialization; Psychology teacher; Grounded theory
  初任心理教师; 社会化困境; 影响因素; 对策
• Abstract: Teacher socialization is the core for teachers to form professional identity, internalize professional norms and master professional knowledge and skills. Psychology teachers, as an important part of the teaching team, not only experience similar professional growth as other teachers in the socialization process, but also face more special challenges and requirements. As “strangers in the school”, beginning teachers are faced with the challenge of quickly integrating into the educational environment. Therefore, based on the research method of grounded theory, this study identifies three realistic dilemmas that beginning psychology teachers face: Status marginalization, role conflict and orientation functionalization. In this regard, the training program of teacher education, the socialization support of the school and the socialization strategy of the individual are very important to improve the socialization ability of beginning psychology teachers. 教师社会化是教师形成专业认同、内化职业规范和掌握专业技能的核心所在。心理教师作为教师队伍的重要组成部分，在社会化过程中不仅经历着与其他教师相似的专业成长，还面临着更为特殊的挑战和要求。作为“学校里的陌生人”，初任教师更面临着融入教育环境的挑战。因此，本研究基于扎根理论的研究方法，对心理教师群体所面临的困境进行研究，提炼出初任心理教师面临着地位边缘化、角色冲突化和定位功能化三大现实困境。对此，师范教育培养方案、任职学校社会化支持和个人的社会化策略对提高初任心理教师社会化能力至关重要。
• DOI: https://doi.org/10.35534/es.0706116
• Cite: 钟艺茹，刘欣，陈翠．初任心理教师社会化困境、影响因素及对策［J］．教育研讨，2025，7（6）：599-604．