我国教师身份认同研究述评(2004—2021)——基于CiteSpace的文献可视化分析  

Review of teachers’identity in China(2004—2021):Visual Analysis Based on CiteSpace

作　　者：展素贤[1] 侯方兰 Zhan Suxian;Hou Fanglan(School of Foreign Languages,Tianjin University of Science and Technology,Tianjin 300457,China)

机构地区：[1]天津科技大学外国语学院,天津300457

出　　处：《湘南学院学报》2022年第4期101-106,共6页Journal of Xiangnan University

基　　金：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”(TJSR20-009)。

摘　　要：全面梳理和分析我国教师身份认同文献,有助于宏观把握我国教师身份认同研究的发展脉络。利用CiteSpace5.7.R5可视化软件,对收录在中国知网核心期刊的国内教师身份认同研究文献(2004—2021)进行分析后发现:我国教师身份认同研究总体呈上升趋势;研究对象以中小学教师为主,有关高校教师的研究不断增加;质化研究为主流研究范式,多采用叙事探究和口述历史两种方式;聚焦在概念内涵、影响因素、认同危机、身份认同建构等四大研究主题上;采用的理论视角多元化,以社会学相关理论为主。A comprehensive review and analysis of the literature on teachers’identity in China is conducive to grasp the the status of studies of teachers’identity in China.Using CiteSpace5.7.R5 visualization software,after analyzing the domestic literature on teachers’identity collected in the core journals of CNKI(2004—2021),it is found that an overall study of teachers’identity generally shows an upward trend;research objects are mainly primary and secondary school teachers,however,studies of university teachers continue to grow;qualitative study with the use of narrative inquiry and oral histories is the dominant research paradigm;studies mainly covers four topics,namely,the conceptual connotation,influencing factors,identity crisis and the construction of teachers’identity;researchers adopt diversified theoretical perspectives to study teachers’identity basing on theories related to sociology.

关 键 词：教师 身份认同 CiteSpace可视化分析 

分 类 号：G451[文化科学—教育学]