全视角学习理论下双师型教师动态身份的专业塑造  

The Professional Shaping of Dual-qualified Teachers'Dynamic Identity under the Full-Perspective Learning Theory

作　　者：张娜娜 李艳菊 ZHANG Na-na;LIYan-ju(Taiyuan preschool Teachers College,Taiyuan 030401,China)

机构地区：[1]太原幼儿师范高等专科学校,山西太原030401

出　　处：《高等职业教育探索》2025年第2期73-80,共8页Higher Vocational Education Exploration

基　　金：教育部人文社会科学研究青年基金项目“内生与外控:幼儿园初任教师专业自我形成研究”(21YJC880042);山西省教育科学“十四五”2023年度规划课题“双师型教师专业身份建构过程的叙事研究”(GH-230190)。

摘　　要：双师型教师身处动态开放的职教环境,直面劳动力市场和经济社会的飞速发展,专业身份需从静态的身份定型转向动态的身份塑造。透过全视角学习理论,揭示学校—院校、企业—院校两类不同背景教师专业身份的建构历程,对动态身份的获得过程和互动过程进行探索,阐释动态身份的内涵表征和互动模式。动态身份指向教师的持续进步性,表现为时间序列的终身成长;指向教师的多维跨界性,表现为空间结构的异质交融。双师型教师跨越时空的无限生长,以“终身学习力”和“终身跨界力”适应动态变化的外部环境。Dual-qualified teachers are deeply in the dynamic and open vocational education environment,facing the rapid development of the labor market,economy and society.Their professional identity needs to evolve from static identity formation to dynamic identity development.Through the Full-Perspective Learning Theory,this study explores the acquisition and interaction processes of the professional identity of teachers from school-college and enterprise-college backgrounds and explains the connotative representation and interaction mode of dynamic identity.Dynamic identity points to the continuous progress of teachers,which is manifested as lifelong growth over time.Pointing to the multi-dimensional boundary-crossing teachers,it is manifested as the heterogeneous integration of spatial structure.Dual-qualified teachers grow dynamically across time and space,adapting to the dynamic external environment with"lifelong learning ability"and"lifelong boundary-crossing power".

关 键 词：双师型教师 动态身份 开放情境 终身学习 终身跨界 

分 类 号：G715[文化科学—职业技术教育学]