“表现主义”改革进程中的英国教师身份认同  

The Teachers Identity Reconstruction during the Process of UK Performative Reform

作　　者：黄亚婷[1] 桑文娟 

机构地区：[1]香港中文大学教育学院 [2]美国印第安纳大学教育学院

出　　处：《教师教育研究》2014年第4期106-112,共7页Teacher Education Research

摘　　要："表现主义"教育改革对英国教师的工作和生活带来了颠覆性影响。本文遵循制度变迁和自我重构这两条身份认同分析路径,总结"表现主义"相关改革为英国教师身份认同提供的新社会情境和制度期待,分析教师个体在制度变迁过程中所进行的各种不同于传统的教师身份重构。本文认为,教师个体需要调动自身经验在与改革环境的互动过程中寻找到自身身份的平衡点。Performativity has drastically impacted the life and work of teachers in the United Kingdom. This paper, following the paths of institutional change and self-reconstruction in analyzing professional identity, summarizes the new social eontext and institutional expectation for teachers＇ professional identity, and analyzes the unconventional self-reconstruction of individual teachers occurring in the process of institutional change. The authors think individual teachers ought to employ personal experience in interacting with institutional context, in order to find a balance for professional identity.

关 键 词：英国 表现主义 教师身份认同 

分 类 号：G451.4[文化科学—教育学]