從教師改變水平看教師專業身份構成：基於職前與在職教師的比較研究

教師專業身份是教師對“我是誰”以及“我將成為誰”的認知，是一名教師成長為好教師的核心。本文借助科瑟根(Korthagen F. A. J.) 的教師改變水準理論發現，教師專業身份是一個包含環境、行為、能力、信念、認同和使命六個水準的綜合體。“使命”和“環境”水準有差異地構成教師專業身份，“信念”、“能力”和“行為”水準深刻存在於在職教師的教師專業身份中，“認同”水準以先賦方式契入職前教師的專業身份。為此，從使命、信念、行為、環境等多個層面對教師施加影響，是促進教師專業身份積極建構的重要舉措。
Teachers’ professional identity is an awareness on "Who am I" and "Who I want to be". Based on the Teachers’ change level Model of Korthagen F. A. J., it is found that teacher’s professional identity was an integrated body that included environment, behavior, competencies, beliefs, identity and mission. Details are as follows: "mission" and "environment" level differentially constituted teachers’ professional identity; "belief", "competencies", and "behavior" level deeply presented in the professional identities of pre-service teachers; "identity" level entered the pre-service teachers’ professional identity in an ascribed way. Focusing on nurturing teachers’ identity and mission and providing systematic and long-term support system for teachers’ professional development in the curriculum implementation, influencing teachers from mission, beliefs, behavior, environment and other aspects, are important measures to promote the positive construction of teachers’ professional identity. Copyright © 2016 上海市教育科學研究院; 上海市高等教育學會.