【作者】 何爱霞；

【导师】 黄健；

【作者基本信息】 华东师范大学 ， 成人教育学， 2010， 博士

【摘要】 .成人教育在构建终身教育体系、建设学习型社会的时代背景下所面临的机遇与挑战、社会化内涵从狭义向广义的扩展、整个社会职业专业化进程的加快以及身为一名成人教育工作者的个人经历与兴趣共同引领着我关注成人教育工作者专业社会化问题,而从真实具体的生活情境中去找寻“成人教育学”、让一直处于沉默失语状态的成人教育工作者以当事人的身份发出自己的声音,则促使我将研究方法定位于叙事探究。由此,本研究通过走进成人教育工作者的生活世界,倾听成人教育工作者的声音,深度描述成人教育工作者鲜活、灵动的经验故事,在此基础上诠释成人教育工作者的受教育背景、工作环境、社会环境以及人格特征等与其专业社会化之间的复杂关联,解析成人教育工作者专业社会化的实现路径,勾画成人教育工作者丰富多彩的专业社会化图景。本研究的基本结构和内容如下：第一章导论,论述选题的缘由、研究的现状、研究的目的和意义、相关概念的界说等内容。第二章理论视角及研究综述,主要阐述人格发展理论、生命历程理论两种社会化理论,以及结构功能论学派、冲突论学派、符号互动论学派的教师专业社会化理论,从而为后面的文本解读奠定基础。第三章研究设计,介绍本研究的基本思路和框架,阐释选用叙事探究方法的原因和动机,说明确定研究合作者、进入现场、撰写现场文本、撰写研究文本的具体研究过程。第四章至第六章成人教育工作者A-G的故事,依循他们进入成人教育领域的时间和所呈现出的同质性心理和行为特征,将其分为在摸索中前行、从失落到坚守、承继与发展三个组别,深度描述成人教育工作者专业社会化的基本历程,从家庭环境、受教学校环境、工作环境、社会环境以及人格特征五个方面探究其背后的多重动因。第七章理解成人教育工作者专业社会化,基于所呈现的文本及相关理论,诠释与理解成人教育工作者专业社会化的影响因素、实现路径和基本图景。影响因素分析从个人因素、工作环境和社会环境三方面展开,实现路径主要包括专业教育与培训、终身自我导向学习和反思性实践,所勾画的图景则蕴涵了成人教育工作者专业社会化过程的动态持续、动因的多重合力和“模式”的辩证互动。更多还原

【Abstract】 It is due to challenges and opportunities adult education is facing when the lifelong education system and the learning society are constructed, the extending of the connotation of socialization, the rapid development of professionalization, and my personal experience as an adult educator, that this study discusses issues relating the professional socialization of adult educator. And narrative inquiry is applied as the main research method, so as to explore the "andragogy" in real life, making adult educators’voice heard. By walking into the real life of the adult educators, listening to the voice of them, describing their experience in-depth, this study clarifies the complex relationship between the adult educators’educational background, their work, the society and their personalities, explains the path of adult educators’professional socialization, and displays the colorful landscape of adult educators’professional socialization.This study consists of 7 chapters:Chapter 1 explains the research background, objects and main concepts.Chapter 2 is literature review, which pays great attention to Personality Development Theory, Life Course Theory, Structural-functionism Theory, Conflict Theory, Symbolic Interaction Theory.Chapter 3 is study design, which introduces the framework of the study, explains the reasons for choosing narrative inquiry as the main research method, and displays the concrete study process that concludes selecting study cooperator, entering the field, composing field texts and composing research texts.Chapter 4-6 presents the stories of adult educator A to G, according to the timing they enteried adult education and their psychological and behavioral characters, they are grouped as "exploring and moving on", "from being frustrated to keeping up" and "inheritance and development". Their professional socialization is depicted, and the drives for their professional socialization are also explored from the perspectives of family background, educational background, working background, society background and personalities.Chapter 7 understands the professional socialization of adult educators, which explains the influence factors, realizing paths and basic landscape for the professional socialization of adult educators. The influence factors conclude personal factors, working environment and the society environment. The realizing paths conclude professional education and training, lifelong self-directed learning and reflective practice. The basic landscape presents the dynamic process of adult educators’ professional socialization, the multiple driving forces and the dialectical interaction of the "model".更多还原