教师交流轮岗是我国促进义务教育优质均衡发展的重要措施，然而当前的实践和学术研究较少关注到作为政策主体的支援教师，尤其是支援教师转入受援校后的生存境遇、工作与专业发展情况。对支援教师处境的关注是必要的，而以时间视角研究支援教师亦具有重要意义：首先，透过时间棱镜可以清晰看到支援教师处境，他们是如何建构工作和如何受到结构限制。其次，支援教师亦往往面临时间冲突的现实问题，他们从支援校转入受援校，面对组织时间节奏、当地文化时间节奏、当地教师和非正式群体的时间节奏，而这些时间节奏可能和支援教师致力于教学改进和学校变革的时间节奏是难以相容的。本研究在预调研阶段也发现了一部分支援教师存在上述困境，但他们同时努力应对之。最后，在阅读研究教师时间的文献上，发现教师时间冲突是重要话题，高校、中小学、幼儿园教师大多面临着时间冲突。综上所述，本研究希望描摹出支援教师这一群体的时间冲突感知以及应对情况，提出了初步的问题：支援教师感知到了怎样的时间冲突又是如何去应对的。

本研究根据初步研究问题和已有文献启发，选用哈萨德的社会时间分析方法、刘易斯与维特加的时间社会结构理论、布鲁多恩的分析时间组织的五个维度作为本研究的概念框架，该框架有助于从制度结构和互动形式层面理解支援教师面临的时间冲突。在研究方法论和具体方法上，本研究采取质性考察，选择了北京X校以集团化办学形式支援河北雄安校区的项目为案例，以该项目下的7位支援教师为研究对象。研究问题进一步聚焦为：X集团化办学背景下的这些支援教师感知到了怎样的时间冲突？他们是如何去应对时间冲突的？

研究发现，支援教师所处的时间结构是复杂的，他们受到不同结构层次时间的限制和干扰：（1）在文化时间上是雄安当地的慢速循环时间、北京当地的加速变迁时间；（2）在制度时间上是原有雄安学校欠缺制度时间、支援教师到来后雄安校区日趋成熟的管理时间；（3）在互动时间上是当地教师的“小圈子”时间、支援教师开放互动时间；（4）在自我时间上是支援教师脱嵌于原有的时间结构、嵌入新的管理主义时间。

而从互动形式层面上看，支援教师主要面临着双重时间冲突：（1）其中最主要的是与当地教师时间节奏的难以相容。当地教师是一种在当地教育生态下将教师视为职业的时间观念，是“不遵守组织时间，缺乏教育教学时间，时间投入度低、利用率差、节奏速度慢，重视非正式的互动时间与自我时间”的时间节奏，其与支援教师对立并且无助于学校变革；（2）另外是支援教师与管理主义时间节奏的难以相容。随着雄安校区制度时间的建立、组织科层制日趋理性化，他们愈发感受到“致力于达成行政任务的、紧迫的、控制的”管理主义时间节奏，如此过于追求速度和效果、涌现事务随时中断、不断压缩生活时间的特征对支援教师造成了困扰。

面对双重时间冲突，支援教师分别采取了应对措施：（1）以“中间引领”理念与方法重构学校制度时间，并且首要是从组织架构、制度文化上让这样一套理念扎根雄安校区；（2）支援教师作为适应性专家，采取分清轻重缓急、乘势而为、寻求专业生活的方法，去面对不同事项接踵而至、上级工作部署的中断、工作压缩生活的时间冲突。

研究最后围绕着支援教师面临的双重时间冲突、关于时间冲突的多样理解、时间冲突的发生机制、时间冲突的应对以及集团化办学如何助力支援教师展开了讨论。

Teacher rotation is an important measure to promote the quality and balanced development of compulsory education in China. However, the current practice and academic researches pay little attention to the rotate teachers as the policy subject, especially the working situation and professional development of the rotate teachers after they are transferred to the receiving schools. It is necessary to pay attention to the situation of rotate teachers, and it is also important to study the situation of rotate teachers from the perspective of time. Firstly, the situation of rotate teachers can be clearly seen through the prism of time, how they construct their work and how they are constrained by the school structure. Secondly, rotate teachers also face time conflict. For example, they move from supporting schools to receiving schools, facing the different time of organization, local culture, local teachers and informal groups, while these arrangements could be incompatible with the teaching improvement and school reform of the rotate teachers. At the beginning stage, this study also found that some of the rotate teachers have these difficulties, but they try to cope with them. And in the process of reading the literature of teacher time, we find that teacher time conflict is an important issue, most teachers from university and college, primary school, middle school and kindergarten face time conflict. To sum up, this study attempts to describe rotate teachers’ perception and response of time conflict, and comes up with an initial question: what kind of time conflict is perceived by rotate teachers and how they deal with it?

Based on preliminary research questions and enlightened by literature review, this study uses Hassard’s social time analysis method, Lewis and Weigert’s social structure theory of time and Bluedorn’s analysis of time organization as the conceptual framework to help us understand the time conflict faced by rotate teachers from the perspectives of institutional structure and interactive form. In terms of research methodology and specific methods, this study adopts a qualitative investigation, and chooses the project of Beijing X School supporting Hebei Xiongan School District in the form of group education as a case. And seven rotate teachers who participated in this project are selected for the study. The research questions further focus on: What kind of time conflict do these rotate teachers perceive in the context of the group-running project of X school? How do they cope with time conflict?

The results show that the time structure of rotate teachers is complex, and they are restricted and disturbed by the different aspects of time: (1) In cultural time, Xiongan has slow time circulation while Beijing has accelerating time change. (2) In institutional time, the previous Xiongan school didn’t have a complete and mature time system until the arrival of rotate teachers. Rotate teachers gradually establish a mature managerial time in the school. (3) In the interaction time, the local teachers of the previous Xiongan school established informal interaction times one by one, while the rotate teachers arrived and they opened up the time for formal interaction. (4) in personal time, rotate teachers break away from the original time structure and embed in the new managerial time. Rotate teachers to perceive time constraints and disturbances at different structural levels.

From the perspective of interaction form, the rotate teachers mainly face double time conflict: (1) The main problem is the time rhythm incompatibility with local teachers. Under the local education ecology, the local teachers have different time concept, such as “non-observance of organizational time, lack of time for teaching, low time input, low utilization rate, slow-pace teaching, and emphasis on informal interaction time and personal time”. These time rhythms are against with the time concept of rotate teachers and do not contribute to school reform. (2) They also face the time incompatibility with the time rhythm of managerialism. With the establishment of Xiongan school district time system and the rationalization of organizational hierarchy, the managerialism is “committed to achieving administrative tasks, pressing and controlling”. Such excessive pursuit of speed and effect, the emergence of affairs at any time interrupt, constantly compression of personal time, has caused problems for rotate teachers.

Facing the double time conflict, the rotate teachers take the corresponding measures: (1) Reconstruct the school system time with the concept and method of “leading from the middle”, and let such a set of ideas take root in Xiongan school district from the perspective of organizational structure and institutional culture. (2) As adaptability experts, rotate teachers take a clear priority, take advantage of the situation and seek professional life to deal with emerged affairs, the interruption of work deployment and the time conflict between work and life.

At the end of the study, the author discusses the time conflict faced by rotate teachers, the multiple understanding of time conflict, the mechanism of time conflict, the coping ways of time conflict, and how to support rotate teachers in the process of group-running project of school.