課程改革背景下教師專業身份的理解與建構:基於師生互動的視角

陶麗, 李子建

Research output: Contribution to journalArticles

Abstract

教師專業身份認同及其認同危機已成為當前教育改革中亟需關注的問題,它直接影響著教師自身的專業生存方式和生存狀態。透過師生互動的視角,對教師專業身份的研究可以從社會文化和社會心理兩個層面來進行。其中,認同作為脈絡化、認同作為關係化、認同作為情緒化和認同作為故事化等四維是理解教師專業身份本質的基本假設,闡釋了身份形成的實然過程。在課程改革的復雜背景下,教師要主動建構自身的專業身份,這就意味著教師要對形成自身身份的外在規範性力量保持“知覺”,根據自身深層次的信念、投入和願望為自己的身份賦權。
Teacher professional identity and identity crisis has become an urgent problem in the current education reform, which directly affects the professional survival mode and the living condition of teachers. From the perspective of teacherstudent interaction, the study of the professional identity of teachers can be carried out from two aspects of social culture and social psychology. Among them, identity as contextual, identity as relational, identity as emotional and identity as storied are the four basic assumptions to understand the nature of teacher professional identity, and to interpret the actual process of identity development. Under the complex background of curriculum reform, teachers should take the initiative to construct their own professional identity, which means that teachers should maintain the "consciousness" of the external normative power and should empower their own identity based on their own beliefs, devotion and desire. Copyright © 2018 北京師範大學;華東師範大學;高等學校師資培訓交流北京中心.
Original languageChinese
Pages (from-to)79-85
Journal教師教育研究
Volume30
Issue number3
Publication statusPublished - May 2018

Citation

陶麗和李子建(2018):課程改革背景下教師專業身份的理解與建構:基於師生互動的視角,《教師教育研究》,30(3),頁79-85。

Keywords

  • 教師專業身份
  • 師生互動
  • 課程改革
  • 教師角色
  • Teacher professional identity
  • Teacher-student interaction
  • Curriculum reform
  • Teacher role
  • Alt. title: Understanding and construction of teacher professional identity under the background of curriculum reform: From the perspective of teacher-student interaction