三位培智学校教师的职业认同初探  

On the Professional Identity from Three Teachers in Schools for the Mentally Retarded

作　　者：王姣艳[1,2] 郁松华[2] 陈洁[2] 

机构地区：[1]北京师范大学教育学部,北京100875 [2]南京特殊教育职业技术学院,南京210038

出　　处：《中国特殊教育》2011年第8期25-30,共6页Chinese Journal of Special Education

基　　金：江苏省教育厅2008年度高校哲学社会科学基金资助(项目批准号08SJB8800019);江苏省"青蓝工程"资助

摘　　要：研究者采用质性研究方法,通过访谈、观察、实物收集等方式收集了三位培智学校教师职业认同的相关资料。通过分析和解释三位教师的故事,发现他们从教师地位、学校文化和专业性三个方面,采用了适应、自省、否定等策略来构建个人对教师这一职业的认同感,教师个人特质和外在环境对这个过程有重要影响。三位教师的职业认同现状决定了他们对未来的职业规划。this study, based on qualitative research, collects relevant information on the professional identity from three teachers in schools for the mentally retarded, through interviews, observation, and document collection. An analysis of the teachers＇ stories show that they build up their professional identity from the perspective of teachers＇ status, school culture, and professionalism, by using such strategies as adaptation, self-reflection, negativity, and that teachers＇ personal qualities and the external environment have a significant effect on the process of the construction of teacher＇s professional identity. The three teachers＇ current professional identity deter- mines their future career planning.

关 键 词：职业认同 自我培智学校教师 

分 类 号：C764[社会学]