教师专业身份认同及其教师教育意蕴  

Teachers’Professional Identity and Implications for Teacher Education

作　　者：谢淑海[1,2] 熊梅[1] 

机构地区：[1]东北师范大学教育学部,吉林长春130024 [2]伊犁师范学院教育学院,新疆伊宁835000

出　　处：《教师教育学报》2015年第6期21-30,共10页Journal of Teacher Education

基　　金：教育部人文社会科学项目新疆项目“新疆免费师范生教师专业身份认同现状与建构策略研究”(13XJJC880004),项目负责人:谢淑海

摘　　要：现有相关研究都强调了专业身份认同在教师专业发展中的重要性,而理解教师专业身份认同则充满挑战.通过对现有研究的梳理,试图从教师专业身份认同的定义、自我的定位、能动行为、情绪、叙事和话语、反思的作用等维度来理解教师身份认同.另外,也特别关注了教师教育和教师专业身份认同的关系,探索其对教师教育的意蕴.While studies on teaching emphasizes the importance of professional identity in teachers'development,understanding the professional identity can be a challenging endeavor.This article provides an overview of recent studies on teachers'professional identity,with an attempt to understand teachers'professional identity in different dimensions of defining the concept,self-orientation,dynamic behavior,sentiments,narrative and discourse as well as the role of reflection.This paper also discusses the relationship between teachers'education and teachers'professional identity,and explores its significance for teacher education.

关 键 词：教师专业身份认同 职前教师 教师反思 教师教育 

分 类 号：G451.1[文化科学—教育学] G659.21[文化科学—教育技术学]