师范生顶岗实习的组织协同困境与纾解之道OA

Full-time teaching practice of pre-service teachers constitutes a core practical component of collaborative cultiva-tion within teacher education.However,it universally encounters synergetic predicaments among the diverse organizational stakeholders.Through a multiple institutional logics analysis,this study reveals that the root cause of these organizational synergetic predicaments lies in the low compatibility,and even conflicts,among coexisting institutional logics across multi-ple dimensions.Specifically,these logics mainly include:the professional-cultivation logic in universities,practical-per-formance logic in internship schools,and administrative-regional logic in local educational administrative departments.Such incompatibility traps pre-service teachers in a predicament of"instrumental utilization".To alleviate these organizational synergetic predicaments,this study proposes optimizing the institutional field of full-time teaching practice of pre-service teachers and innovating pathways for multi-stakeholder synergy.Specific strategies include:Cultural work integrating sym-bolic systems to enhance the strategic goal compatibility;Political work optimizing practical systems to ensure the centrality of professional development and cultivation logic;Boundary work cultivating institutional boundary spanners to foster the mu-tual embeddedness of multiple institutional logics;Technical work establishing monitoring and feedback cycles to facilitate the dynamic adjustment of institutional logics.