教师身份认同研究的国际前沿与知识基础——基于2000-2016年国际核心期刊的文献计量分析  

International Research Frontier and Knowledge Base in Teacher Identity Research Field——Based on Literature Analysis of the International Core Journals from 2000-2016

作　　者：裴丽[1] 李琼[1] 张素蕙[2] 

机构地区：[1]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,北京100875 [2]邯郸学院教务处,河北邯郸056005

出　　处：《比较教育研究》2017年第8期86-94,共9页International and Comparative Education

基　　金：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课题(课题批准号:SKZZB2014032)资助阶段成果

摘　　要：本文采用文献计量学的分析方法,对2000-2016年国际教师身份认同研究的分布特征、热点主题、前沿演进以及知识基础等作了系统的梳理和分析。研究表明:国际教师身份认同研究文献数量稳定增长,我国香港地区的教师身份认同研究在国际发表上位于前列;国际教师身份认同研究在近年来逐渐从宏观政治社会学话语体系转向微观、后结构、日常性的话语体系,注重身份认同的情境性与建构性,并且体现了对教师作为"主体人"的关注。国际教师身份认同研究的理论视角涉及哲学、语言学、社会学、政治学、文化学等多个学科,多采用质性研究方法。By adopting the literature metrology, this paper analyzes the research distribution attributes, research focus and frontier, as well as knowledge base in teacher identity research field from 2000-2016. The results indicate that： the number of international teacher identity research literature has been increasing steadily during 2000-2016; the international publication of teacher identity research papers in Hongkong stands in front in the world, while the China's Mainland＇ s international publication in this field is in a backward position. In recent years, the research focus transfers from the macro political and social perspective to the micro, post-structural, and daily-life perspective, around the issues of the identity construction, the context, as well as the teacher as the ＂subject＂. The theoretical foundation for this field relates to many disciplines such as philosophy, linguistics, sociology, politics and cultural studies, while the qualitative methods are widely adopted in this field.

关 键 词：教师身份认同 分布特征 研究热点 文献计量 

分 类 号：G515.1[文化科学—教育学]