Three Approaches to the Inquiry into Teacher Identity: A Narrative Review Enlightened by Habermas's Human Interests  

作　　者：刘任思静 尹弘飚 Rensijing Liu;Hongbiao Yin(Faculty of Education,Chinese University of Hong Kong,Shatin,N.T.,Hong Kong SAR,China)

机构地区：[1]Faculty of Education,Chinese University of Hong Kong,Shatin,N.T.,Hong Kong SAR,China

出　　处：《ECNU Review of Education》2023年第1期57-83,共27页华东师大教育评论（英文）

摘　　要：Purpose:This paper attempts to review and conceptualize how different scholars approach research on teacher identity through the lens of three human interests defined by Jurgen Habermas.Design/Approach/Methods:This literature review,guided by Habermas's three human interests,illustrates the characteristics of three different approaches to the inquiry into teacher identity.Findings:This paper summarizes three approaches to researching teacher identity and their characteristics,namely the technical approach,the practical approach,and the critical approach.The implications for future research and teacher development are also discussed.Originality/Value:By incorporating Habermas's three human interests into teacher identity inquiries,this article offers a theoretical narrative review of the approaches to investigating teacher identity.Strengths and weaknesses of each approach as well as the possibility of a combined application of different approaches provide an original discussion of teacher identity research.

关 键 词：HABERMAS human interests teacher identity teacher identity research theoretical narrative review 

分 类 号：G451[文化科学—教育学]