两难空间的教师专业身份建构——中国社会文化视角下的案例分析  

Constructing Teachers' Professional Identity in Dilemma Space: A Case Analysis from Chinese Socio-cultural Perspectives

作　　者：张立平[1] 

机构地区：[1]北京大学教育学院

出　　处：《教育学术月刊》2016年第1期66-70,共5页Education Research Monthly

基　　金：北京市教育科学规划重点课题"中国社会文化视域下教师实践性知识研究"(项目编号:AIA11155)

摘　　要：行动中的人们常会遭遇两难情境,教师的工作尤其要经常通过抉择,与不同的价值和行动主体进行对话、协商。尤其是身兼学科教师和班主任二任于一身的中小学教师,会面临学科教学的专业性与学生教育的社会性之间的张力。教师如何在两难空间中做出合理选择,对于自己的专业身份、社会文化意涵有个人的建构意义。People in action often encounter dilemmas, among which teachers especially have to take options and negotiations of different values, subjects in their teaching. For example, head teachers will always find themselves involved in the tension of teachers ＇ professional instruction and students＇ social learning. The ways teachers make logical choice in the dilemma space will construct their own identity and cultural implication.

关 键 词：两难空间 教师身份认同 文化意涵 社会文化视角 

分 类 号：G515.1[文化科学—教育学]