社会互动与身份认同———基于全国７个省（市）实习教师的实证研究

Social Interaction and Professional Identity of Student Teachers： An Empirical Study in Seven Provinces in Manland China

教育实习是帮助实习教师形成专业身份认同的有效契机，实习教师与指导教师的互动是其身份认同形成的重要媒介。本研究借助互动仪式链理论，编订《实习生与指导教师互动现状调查问卷》，对全国７个省（市）的近２０００名实习生进行了调查，并结合质性方法对个案进行了深入研究。结果发现，实习生与指导教师的互动与其身份认同有显著相关性。然而，现实中师生互动的普遍情况却表现为次数少、时间短、以课后指导为主、指导内容聚焦学科知识与教学法、个性化交流不足等问题。而另一方面，指导教师认真的态度、师生民主的交流氛围则调动了双方的情感能量，在一定程度上有助于实习生的问题解决与整体收获。研究建议，进一步规范实习指导制度，为实习生提供更多情感支持，以实习生的积极参与化解认同悖论，是实习生建立教师身份认同的有效途径。

In mainland China， internship plays an important role in pre-service teacher education. Student teachersapply educational theories to practice while forming their professional identity in this process. The social interaction between mentors and student teachers serves asan important mediation in the formation of student teachers' professional identity. This article， after collecting data from close to 2 000 student teachers in seven provinces in mainland China， analyzes the relation between social interaction between mentors and students teachers and the latter?s professional identity. The research finds that there exists a significant correlation (_p