教育叙事保留视角下的教师专业发展与教师身份认同  

Career Development and Identity Recognition of Teacher under the Perspective of Keeping Educational Narration

作　　者：娄丽雯[1] 

机构地区：[1]浙江工商大学,浙江杭州310018

出　　处：《湖北成人教育学院学报》2014年第5期31-33,共3页Journal of Hubei Adult Education Institute

摘　　要：本文一方面通过对教育叙事研究的历时性进行追溯,区分了叙事、教育叙事及教育叙事研究三个概念,并阐述了教育叙事研究是实现教师专业发展的有效方法之一,另一方面认为教师教育叙事的过程可以被看成为身份认同的三个过程:自我呈现、自我理解与反思、自我改变,教师专业的发展贯穿在整个过程中。The writer makes conceptual distinction of narration, educational narration and educational narrative research through diachronic of educational narrative research and indicates that educational narrative research is one of the effective methods to realize teachers’ career development.On the other side, the paper takes teachers’ educational narration as three steps of identity recognition,which are the self-presentation, self-understanding and refletion, self-modification.these three steps are also the development of teachers’ profession.

关 键 词：教育叙事 教育叙事研究 教师发展 身份认同 

分 类 号：G645[文化科学—高等教育学]