中国职业技术教育

教师是职业教育的第一资源，发展高素质“双师型”教师是加快推进职业教育现代化的基础性工作。然而，当前关于“双师型”教师的话语多集中于规范性层面，存在论层面的追问略显不足。鉴于此，以“双师型”教师身份认同为切入点，考虑到身份的政治派生性、社会规范性、自我建构性等多维属性，开展基于社会学制度主义的网络民族志研究。研究发现，“双师型”教师身份认同受规制性要素、规范性要素、文化认知要素的综合交织影响，并外化出游离性、支配性、矛盾性、扞拒性、折中性与交易性的特征。需要进一步依托政策“制定—执行”的程序信任、“地域化—单元化”的价值共同体“、底线化—交易性”的行动反思来促进问题解决。

Teachers are the primary resource of vocational education, and cultivating high-quality "double-qualified" teachers is the fundamental work to accelerate the modernization of vocational education. However, the current discourse about "double-qualified" teachers mainly focuses on the normative level, and the inquiry on the existential level is slightly insufficient. In view of this, this paper takes the identity of "double-qualified" teachers as the starting point, and takes into account the multi-dimensional attributes of identity, such as political derivation, social standardization and self-construction, to carry out the research on network ethnography based on sociological institutionalism. It is found that the identity of "double-qualified" teachers is influenced by the comprehensive interweaving of regulatory elements, normative elements, and cultural cognitive elements. And externalizes the characteristics of freedom, dominance, contradiction, rejection, compromise and transaction. It is necessary to further rely on the procedural trust of policy "formulation-implementation", the value community of "regionalization-unitization" and the action reflection of "bottom line-transaction" to promote the solution of the problem.