身份认同变化：社会文化取向的初任教师发展  

Identity Shifting:Beginning Teachers' Development from the Perspective of Socio-culture

作　　者：熊金菊[1] 陶志琼[1] 

机构地区：[1]宁波大学基础教育学院,宁波315021

出　　处：《教育发展研究》2008年第5期68-70,共3页Research in Educational Development

摘　　要：社会文化取向的初任教师发展观认为,教师专业发展的过程就是他们的身份认同从外部社会协商到内部调节控制的渐进变化过程。本文通过叙事探究和批判话语分析方法对初任教师的身份认同变化过程进行研究,分析他们受社会文化理论的影响在教学观、课程观、师生观、职业观和生活观五方面的身份认同变化。Socio-cultural theory views beginning teachers＇ development as the process of their shifting identities from social negotiation to mediated control of self. By narrative inquiry and critical discourse analysis of four beginning teachers＇ shifting identities, the study analyzes their shifting process of identities about teaching, curriculum, students, profession and life. These shifts are caused by the influence of socio-cuhural theory.

关 键 词：身份认同 初任教师发展 社会文化取向 叙事探究 批判话语分析 

分 类 号：G525.1[文化科学—教育学]