国内教师身份认同研究:回顾与展望  

Review and Prospect of Domestic Research on Teacher Identity

作　　者：史兴松[1] 程霞[1] SHI Xingsong;CHENG Xia(University of International Business and Economics,Beijing 100029)

机构地区：[1]对外经济贸易大学,北京100029

出　　处：《现代教育管理》2020年第4期54-60,共7页Modern Education Management

基　　金：对外经济贸易大学国内外联合培养研究生项目(JS20190203)。

摘　　要：教师身份认同关乎教师教学决策和教学内容,影响教师的教学热情及教学效果。国内近十余年教师身份认同研究特点体现在四个方面:研究对象涉及高校教师、中小学教师、师范生等多种教师群体;研究主题聚焦教师身份认同现状与提升路径、教师身份认同影响因素及与其他变量的相互关系、话语身份研究、相关量表开发及教师身份变迁;研究主要以社会文化理论、科瑟根(Korthagen)的洋葱模型、批评话语分析理论、语用身份理论及Zimmerman的会话身份理论作为理论框架;定量研究逐渐成为主流研究方法,混合研究呈上升趋势。未来研究应进一步拓展研究视角、完善研究方法,加强实证研究与理论探讨的同步发展。Teacher identity not only influences teaching strategy and teaching contents, but also affects teaching enthusiasm and effectiveness. The research feature on teacher identity in the recent decade reveals that the research subjects cover a wide variety of college teachers, primary and middle school teachers, normal school students, etc. Research topics include investigations into the current situation and strategies of developing teacher identity, its impact factors and correlation with other variables, discursive identity, relevant scale development and transition of teacher identity. It has been shown that social culture theory, Korthagen’s onion model, critical discourse analysis theory, discursive identity theory and Zimmerman’s conversational identity theory are the major theoretical frameworks.Quantitative methods is becoming the dominant research method, and mixed methods are more frequently utilized. Future researches shall further extend the research perspectives, enrich the research approaches and promote the synchronous development of theoretical and empirical researches.

关 键 词：教师身份认同 研究对象 研究主题 理论框架 研究方法 

分 类 号：G645[文化科学—高等教育学]