农村教师身份认同的影响因素及其政策启示  

How Rural Teachers Construct Their Identity and Its Implications for Policy

作　　者：叶菊艳[1] 

机构地区：[1]教育部普通人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875

出　　处：《教师教育研究》2014年第6期86-92,85,共8页Teacher Education Research

基　　金：教育部人文社会科学重点研究基地项目(14JJD880001);北京市教育科学"十二五"规划青年专项课题(CIA14173);中央高校基本科研业务费专项资金资助;北京师范大学自主科研基金创新研究群体建设项目(2012CXQT05)阶段性成果

摘　　要：本文试图从身份认同的视角解释目前人们不愿当农村教师这一现象。文章借助已有文献概括出当前农村教师身份认同的现状,并在已有文献和实地调研的基础上提炼出影响教师身份认同的影响因素,并探讨这些因素是如何交互作用于农村教师身份认同的构建。最后,本文据此就如何提升农村教师身份认同,留住农村教师提出相应启示。The paper tries to answer why people don＇ t want to be rural teacher from the lens of identity. Firstly the paper coneludes the current status of the rural teaehers＇ identification with their role by reviewing the current related research papers. Based on the literature and empirical data, the paper also theorizes the factors that have impact on rural teacher identity construction and explores how the rural teachers negotiate and construct their teacher identities among the factors. Basing on the above analysis, this paper gives suggestions on how to guide the rural teachers to construct their identity in order to recruit and retain the rural teachers.

关 键 词：教师身份认同 农村教师 影响因素 教师政策 

分 类 号：G451[文化科学—教育学]