我国高校英语教师身份认同构建:自我感知与情境塑造  

Identity Construction of Chinese University EFL Teachers:Self-perception and Situational Shaping

作　　者：展素贤[1] 薛齐琦 ZHAN Suxian;XUE Qiqi(Tianjin University of Science and Technology,Tianjin 300202,China)

机构地区：[1]天津科技大学,天津300202

出　　处：《扬州大学学报（高教研究版）》2021年第2期46-54,共9页Journal of Yangzhou University（Higher Education Study Edition）

基　　金：2020年天津市哲学社会科学规划项目“新时代教师身份认同与能动性关系研究——基于天津高校教师成长的经验调查”(TJSR20009)。

摘　　要：教师身份认同受历史、社会、文化、政治等因素的影响。采用定性个案研究,基于历史社会学视角,对历经“文革”、改革开放以及新世纪三个不同历史时期和制度脉络的三名高校英语教师的身份认同构建展开研究,以考察在不同历史背景下我国高校英语教师身份建构的社会化过程。通过定性数据分析发现,处在不同历史时期的高校英语教师有着不同的身份感知与类型,身份认同构建存在个性差异和共性特征。这一发现既有助于提升高校英语教师身份认同感和教师能动性,也有助于教师发展促进者和政策制定者为教师构建身份认同提供支持性的制度和社会文化环境。Teacher identity is influenced by historical,social,cultural,political and other factors.Informed by historical sociology,a qualitative case study approach was adopted to explore the identity construction of three Chinese university EFL teachers having respectively experienced three different historical periods and institutional contexts,namely,the“ Cultural Revolution”,the “Reform and Opening Up”and the “New Century”in the long run of China's history.The study has an intended purpose to explore the socialization process of the identity construction of Chinese university EFL teachers under these three different historical backgrounds.The qualitative data analysis suggests that Chinese university EFL teachers in different historical periods have different perceptions of their teacher identities,which result in three different identity types.Despite such differences in their perceived identity types,there are some similarities in their identity construction.Thereby,the findings of the study,on the one hand,are insightful for Chinese university EFL teachers to improve their awareness of identity and teacher agency.On the other hand,it proposes some suggestions for teacher development promoters and policy makers to provide a supportive system and sociocultural environment for teachers to construct their professional identity.

关 键 词：高校英语教师 历史社会学 教师身份认同 教师能动性 

分 类 号：G645[文化科学—高等教育学]