学生的多样性及其需求：教师在专业发展中面对着什么？

摘要

近几十年来，教师的工作是在高度多样化的课堂中展开的，这要求教育者给出能够促进学生融合的教学回应。本文出自研发与创新（R+D+I）项目「教育中的代际专业发展：对教师职业起步的启示」（DePrInEd），旨在分析义务教育阶段的教师如何识别、刻画并概念化学生的多样性与需求。研究采用混合方法路径，通过焦点小组与访谈收集资料，样本为不同教育层级的 147 名教师（青年、资深与退休三类）。资料分析借助 ATLAS.ti 软件，采用主题分析并结合比较分析。所分析的主要类目为学生的需求及其多样性。研究的主要发现表明，与退休教师相比，青年教师与资深教师都更多地提及学生的多样性与需求，并强调课堂中有效应对学生多样性所需的资源与支持十分匮乏。资深教师提及多样性与学生需求的频次更高，而退休教师提及得较少。鉴于从代际视角分析教师如何看待多样性的研究尚属少见，这一发现具有特殊意义。

Abstract

In recent decades, the work of teachers has been carried out in classrooms characterised by a high degree of diversity, necessitating the provision of pedagogical responses that promote the inclusion of students. This article is derived from the research, development and innovation (R+D+I) project 'Intergenerational Professional Development in Education: Implications for the Professional Initiation of Teachers' (DePrInEd) and aims to analyse how teachers at compulsory education recognise, characterise and conceptualise the diversity and needs of students. A mixed methodological approach was employed, with information collected through focus groups and interviews with a total sample of 147 teachers from different educational levels (young, senior and retired). Thematic analysis, combined with a comparative analysis, was employed to analyse the data using ATLAS.ti software. The main categories analysed dealt with students' needs and their own diversity. The study's primary findings suggest that, in comparison to their retired counterparts, both young and veteran teachers make greater reference to the diversity and needs of students, and emphasise the scarcity of resources and support to effectively address the diversity of students in the classroom. Experienced teachers are found to make more frequent references to diversity and students' needs, while retired teachers make these references less often. This finding assumes particular significance in light of the paucity of studies that adopt a generational perspective to analyse how teachers perceive diversity.