社会互动与实习生的身份认同  

A Case Study of a Student Teacher’s Establishment of Teacher Identity in Social Interactions

作　　者：张玉荣[1,2] 

机构地区：[1]北京大学教育学院 [2]中国人民大学外国语学院

出　　处：《教育学术月刊》2012年第11期52-57,共6页Education Research Monthly

基　　金：陈向明教授主持的教育部人文社会科学研究规划基金项目"知识转化与身份获得--实习生与重要他人互动模式研究"(批准号:10YJA880017)研究成果之一

摘　　要：教育实习是实习生初次在真实的教育教学情境中体验教师工作,理解教师职业特点和专业角色,形成自己对教师职业认同的关键时期。实习经历甚至成为实习生决定是否从事教育工作的重要影响因素。身份作为一种分析建构,对于理解师范生个体特质及其所处环境,以及这些因素与其学习教学的动力之间的关系具有重要意义。本研究通过一个实习生的个案,探讨实习生在与重要他人互动的过程中如何理解教师工作并形成自己的教师身份认同。研究发现,实习教师的身份认同并非被动的"社会化"过程。互动的过程是实习生携带自有资源积极与他人进行身份协商与建构的过程。互动作为身份协商与建构的情境要素之一对实习生身份认同的形成有着重要影响。Practice teaching can offer student teachers opportunity to obtain personally experiences and better understanding of teacher’s professional roles.The school experience can play such an important role in the formation of their teacher identities that it may affect their remain-or-drop-out decisions.Therefore,identity is a useful construct to understand student teachers’ personal traits and the situations they are in,and how these factors affect their dynamics of learning to teach.This research studied student teacher’s identity formation from an interactional perspective,revealing how the interactions between a student teacher and some significant other people influence her teacher identity.The analysis shows that the interaction with the significant other people can be consequential to student teacher in her effort to negotiate and construct teacher identity in that it may cause tensions and conflicts between student teacher’s multiple self-positions,and between her personal belief of education and of being teacher and the school culture.A more caring relationship between the student teacher and the mentors can be constructive to his/her transitions from a student to a teacher.

关 键 词：实习生 重要他人 互动 身份认同 

分 类 号：G652.44[文化科学—教育学]