自主发展型特殊教育教师身份的特征与形成动机  

Characteristics and Motivations for the Formation of Self-Developmental Special Education Teacher Identity

作　　者：徐知宇 严梓洛 XU Zhiyu;YAN Ziluo(Institute of Special Education,Beijing Normal University;Center for Teacher Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学特殊教育学院 [2]北京师范大学教师教育研究中心,北京100875

出　　处：《教育研究与实验》2024年第2期139-148,共10页Educational Research and Experiment

摘　　要：新时期的优秀特殊教育教师应是“自主发展型教师”,其朝向未来自主发展的意识和行动取决于对未来自我教师身份的认识。可能自我理论描述了面向未来的思考如何提供身份信息,为分析教师对未来身份的认识提供了良好的框架。本研究借鉴可能自我理论,通过对自主发展型特殊教育教师进行访谈,探索他们的可能自我特征,以及指引可能自我形成的主要身份动机的构成和作用方式。研究发现,自主发展型特殊教育教师的可能自我以质量为中心、存在平衡性。可能自我的形成与意义感、减少不确定性、被认可的需要、自我提升、自我效能感、自我表达、自我一致性、自我验证、独特性、控制感的动机有关,且身份动机之间具有相互作用关系。这些发现为未来培育更多自主成长型特殊教育教师提供依据。Outstanding special education teachers in the new era should be"self-developmental teachers".Their awareness and actions toward future self-development depend on the perception of their future identity.The theory of possible self describes how future-oriented thinking provides identity information.It provides a good framework for analyzing teachers'perceptions of their future identities.Hence,drawing on the theory through possible self,this study explored characteristics of self-developmental special education teachers'possible self by interviews,and the composition and modes of action of the primary identity motives that guide the formation of possible self.It was found that the possible selves of self-developing special education teachers are characterized by quality-centeredness and balance.The formation of the possible self is related to the motivations of meaningfulness,reduction of uncertainty,need for recognition,self-enhancement,self-efficacy,self-expression,self-consistency,self-verification,distinctiveness,and sense of control,and identity motivations have an interactive relationship with each other.These findings provide guidance for preparing more self-developmental special education teachers in the future.

关 键 词：自主发展 特殊教育教师 可能自我 身份动机 

分 类 号：G769.2[文化科学—特殊教育学]