从教师改变水平看教师专业身份构成--基于职前与在职教师的比较研究  

Seeing Teachers' Professional Identity Construction from the Teachers' Change Level Model:A Comparative Study of Pre-service and In-service Teachers

作　　者：李子建 陶丽[2,3] 黄显涵[4] 

机构地区：[1]香港教育大学 [2]湖北师范大学,黄石435002 [3]西南大学教育学部 [4]香港大学教育学院

出　　处：《教育发展研究》2016年第18期66-71,共6页Research in Educational Development

基　　金：教育部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重大项目“构建大中小学教师教育专业共同体研究”(14JJD880004);香港教育大学“教师研究及发展计划”的部分成果

摘　　要：教师专业身份是教师对"我是谁"以及"我将成为谁"的认知,是一名教师成长为好教师的核心。本文借助科瑟根(Korthagen F.A.J.)的教师改变水平理论发现,教师专业身份是一个包含环境、行为、能力、信念、认同和使命六个水平的综合体。"使命"和"环境"水平有差异地构成教师专业身份,"信念"、"能力"和"行为"水平深刻存在于在职教师的教师专业身份中,"认同"水平以先赋方式契入职前教师的专业身份。为此,从使命、信念、行为、环境等多个层面对教师施加影响,是促进教师专业身份积极建构的重要举措。Teachers＂ professional identity is an awareness on ＂Who am I＂ and ＂Who I want to be＂. Based on the Teachers＂ change level Model of Korthagen F.A.J., it is found that teacher＇s professional identity was an integrated body that included environment, behavior, competeneies, beliefs, identity and mission. Details are as follows： ＂mission＂ and ＂environment＂ level differentially constituted teachers＂ professional identity; ＂belief＂, ＂competencies＂, and ＂behavior＂ level deeply presented in the professional identities of pre-service teachers; ＂identity＂ level entered the pre-service teachers~ professional identity in an ascribed way. Focusing on nurturing teachers＂ identity and mission and providing systematic and long-term support system for teachers＂ professional development in the curriculum implementation, influencing teachers from mission, beliefs, behavior, environment and other aspects, are important measures to promote the positive construction of teachers＇professional identity.

关 键 词：专业身份认同 教师改变水平 职前教师 在职教师 

分 类 号：G451[文化科学—教育学]