大学与中小学合作研究过程中教师身份建构的有效性宣称分析  

Validity Claims Analysis of Teachers' Identity Construction during the U-S Cooperation

作　　者：王硕[1] 

机构地区：[1]北京大学教育学院,北京100871

出　　处：《当代教师教育》2010年第4期40-44,共5页Contemporary Teacher Education

摘　　要：身份是近年研究教师专业发展的一个重要视角,而大学与中小学合作研究则是较为流行的教师专业发展形式之一,教师自己对于在合作研究共同体中我是谁的回答值得探讨。本文利用批判民俗志的方法,通过对一位参与合作研究的教师的自陈文本的有效性宣称分析,希望获得该教师身份建构的真实过程,并反思在此过程中大学研究人员的定位。Identity is an important perspective to study teachers＇ professional development, and the U-S cooperation is a popular form of teachers＇ professional development, so we need to discuss how teachers identify themselves in the cooperation community. In this paper, we want to obtain the real course of one teacher＇ s identity construction, who participated an U-S cooperation, through using the critical ethnography to make validity claims analysis of her own text. And also we will reflect university researchers＇ identity during this course.

关 键 词：U—S合作 教师 身份 有效性宣称 大学研究人员 

分 类 号：G451[文化科学—教育学]