何以为师?——实习生的知识转化与身份获得  

What Makes A Teacher?——Interactions of Knowledge and Identity in Learning to Teach

作　　者：张玉荣[1] 陈向明[2] 

机构地区：[1]中国人民大学外国语学院,北京100872 [2]北京大学教育学院,北京100871

出　　处：《教师教育研究》2014年第3期75-80,共6页Teacher Education Research

基　　金：北京市"十二五"教育科学规划重点课题(AIA1115)

摘　　要：实习生专业成长过程中的知识转化与身份获得之间是什么关系?本文通过两个案例讨论实习生对教师知识、身份和两者关系的认识,及其对他们知识转化和身份认同的影响。研究发现,对实习生而言,知识与身份相互嵌套、紧密关联。他们对教师工作核心知识的认识在很大程度上决定了他们对教师身份的理解和认同,反之亦然。这表明,教师教育既要注重师范生学科知识的学习,也要注重他们教育性知识的发展。过于狭隘地将教师的学科知识作为其专业活动与教师身份的惟一合法基础,可能阻碍实习生的教师身份认同,误导他们对教育教学的理解。What makes a teacher？ What are the relationships between a teacher＇ s knowledge and his/her identity in learning to teach？ How do student teachers＇ perceptions of knowledge and identity affect their knowledge transformation and identity acquisition？ To explore these questions, this paper presents two cases, where the student teachers experienced identity dilemmas because of their beliefs in what knowledge makes the legitimate base of teaching. The＇research reveals that, knowledge and identity are interactive in learning to teach. The student teachers＇ perceptions about the core of a teacher＇ s knowledge affect their understanding of their identity, and vice verse. The implications for teacher education are that teacher equal credits should be given to disciplinary knowledge and educational knowledge. Making the disciplinary knowledge the only legitimate knowledge base for teaching may cause difficulties for student teachers in their acquisition of professional identity, and may cause misunderstandings of teaching and education.

关 键 词：教师知识 教师身份 教学的知识基础 知识转化 身份获得 实习生 

分 类 号：G650[文化科学—教育学]