【作者】 李彦花；

【导师】 刘义兵；

【作者基本信息】 西南大学 ， 课程与教学论， 2009， 博士

【摘要】 近二十年来,随着教师专业研究在认识论和方法论上的反省和改进以及变动不居的教育环境对教师角色提出新的要求与挑战,越来越多的人将“认同”作为分析视点来研究教育领域的教师发展问题,其中教师专业认同(teacher professional identity)问题正日益成为人们感兴趣的主题之一。所谓教师专业认同是指教师个人或群体在教育教学专业实践过程中逐步形成的对自己身为教师的理解与看法,是教师对自己“我是谁”、“我该怎么做”、“我为什么要这么做”的认知、思考和看法。它对于教师理解自己的工作情境、赋予意义并采取积极有效的教学行为有着十分重要的意义。我国有关教师专业认同的研究相对较晚,已有研究成果相对较少,尤其缺乏对教师专业认同的内涵特征、层次类型、构成要素、形成过程、影响因素以及发展策略的系统深入研究。为此,本研究拟对上述问题予以探讨,以期进一步丰富拓展教师专业发展相关理论,揭示教师成长的内源性动力和深层机制,从而为切实有效地开展教师教育工作提供一定的帮助和指导。本研究在梳理澄清教师专业认同的主要内容、类型、发展阶段等基本问题的基础上,分析探讨了其对于教师生命意义、专业成长和课程发展的重要价值。通过采用自编教师专业认同问卷对306名中学教师进行了问卷调查,并辅以深度访谈,采用量化分析和质性研究相结合的方法对教师专业认同现状予以了研究,结果发现:目前我国中学教师专业认同虽总体上呈现出较高的认同态势,但其专业认同意识仍比较淡薄,其专业角色亟需统整和重建,专业认同情感有待进一步培养,专业认同在认知与行为层面存在着一定的不协调性。针对上述问题,结合教师个人生活史叙事研究,本研究着重从教师个体与教育环境两方面探讨了教师专业认同形成和发展的可能路径与策略。指出:教师积极合理专业认同的形成和发展,应激发教师的主体意识,唤醒教师的专业自觉,强化教师的专业认同意识,应着力培养教师的专业认同情感,引导教师逐步形成积极正向的专业情意,从而为有效的教育教学实践行为的践行奠定内在的基础。同时,教师任教学校应加强对教师非正式学习的引导,建构人本化的学校文化和教师管理制度;教师教育相关部门应将专业认同的培养与发展纳入到教师教育领域内,应多层次多角度地加强对师范生、实习教师、新手教师等不同类型的师资队伍专业认同的引导和培养。籍此从外部环境与条件方面为专业认同的发展提供一定的支持与保障。本研究共分六部分:第一章导论阐明本研究的选题缘由,梳理和分析国内外有关教师专业认同的研究现状与存在问题,阐释本研究的意义、思路和主要方法。第二章教师专业认同基本理论问题通过借鉴社会认同理论、自我认同理论,结合教师专业发展的特点,着重探讨了教师专业认同的内涵和特征、层次与类型、主要结构要素和发展阶段。第三章教师专业认同的价值分析从教师作为独立的个体人、教育教学的专业人、课程改革实践者三个角度阐述了教师专业认同的重要价值和意义。对教师生命意义而言,教师专业认同有助于其生命意义、主体性的彰显;对教师专业成长而言,专业认同是其发展的内在基础和重要保障;同时教师专业认同也为课程改革的顺利开展提供了强有力的支持。第四章教师专业认同的现状与困境通过问卷调查和深度访谈的方式,了解我国中学教师在专业自我、专业角色、专业知能、专业态度与动机、专业环境、行为倾向六维度的认同情况与存在的主要问题,并从文化、社会、制度变迁的角度对其成因予以了探讨。第五章教师专业认同发展的制约因素借助问卷调查、访谈的方法,分别从教师个体、任教学校、课程改革三方面着重考察了影响和制约着教师专业认同的形成和发展的主要因素,包括教师对“教师专业”的理解、教师的入职动机、学校的文化氛围、管理机制、课程改革的理念方法等。第六章教师专业认同发展的策略和条件通过对处于不同职业生涯发展阶段的中学教师的个案研究,借助教师个人生活史叙事的方式,揭示了教师专业认同发展应遵循的基本原则和可能的发展路径。并从教师个体内部和外在教育环境两方面探讨了有助于教师专业认同形成和发展的策略和条件。更多还原

【Abstract】 In recent two decades years, more and more researchers analyze the questions of teacher development from the viewpoint of identity with reflection and improvement of the epistemology and methodology on the teacher professional study . The issue of teacher professional identity is becoming one of the interested subjects. Teachers’ professional identity is a individual or colony’s sense, understanding and idea of how they consider themselves which is built in the process of practice teaching gradually, and it is the cognition, thinking, and perspective of "who am I" , "how can I do" and "why should I do "form the view of teacher. Teacher’s professional identity is important for developing awareness of teaching situation, forming senses of teaching, and taking actions. The domestic research on teachers’ professional identity starts relatively late, and the existing research materials are less, especially there are no systematic and thorough studies on the connotation characteristics, types and levels, structure factors, process of forming, influencing factors and development strategies of teacher professional identity. Therefore, it is of both important theoretical and practical meaning to the professional development of teacher in middle school.Based on clarifying the basic problems of teacher professional identity, such as main contents, styles, development stages and so on, the important value to teachers’ meaning of life, professional development and curriculum development are analyzed. The status quo of teachers’ professional identity was examinaed by analyzing 306 teachers of middle school and investigated by using the self-designed teacher professional identity questionnaire and in-depth interviews .It was found that the middle school teachers present relatively high identification degree, but their consciousness of professional identity was quite lower. We should integrate and reconstruct the professional role urgently, and foster the teachers’ feeling of professional identity further more, and we also found that it was not consistent between the cognition and behavior of the teacher professional identity.According to the above questions, this study discussed the possible paths and strategies of the formation and development of teacher professional identity in terms of two aspects of teacher individual and school educational environment, combined narrative research of teachers’ personal life history. We should inspire the teachers’ subjective consciousness, arouse the teachers’ professional self-consciousness, strengthen the emotion of teachers’ professional identity. Further more, the schools should strength the guidance of informal learning, construct human-oriented school culture and administration rules, and strength the guidance and cultivation of professional identity for various layers and kinds of teachers, such as normal school students, student teachers, novice teachers etc.The paper consists of six parts:Chapter 1: Introduction In this part, the original reasons for the subject selection , the analyzing of the research status quo and existing questions about teacher professional identity both domestic and overseas, the signification, and the way of thinking and main methods are given.Chapter 2: The Basic issues of Teachers’ Professional Identity Combining the characters of teacher professional development, the connotation and characters, layers and types, the main structure elements and development stages of teacher professional identity are examined emphatically by using the society identity theory and self-identity theory .Chapter 3: The Value Analysis of Teachers’ Professional Identity In this part, the important value and signification of teacher professional identity are expatiated from three aspects including teacher as an unique individual, professional of instruction, and practitioner of curriculum reform. To the meaning of life, teacher professional identity can help to incarnate the meaning of life and subjectivity; the professional identity is the internal basis and important guarantee of teachers’ professional development. Teachers’ professional identity provides strong support to the favoring development of curriculum reform.Chapter 4: The Status Quo and Predicament of Teachers ’Professional Identity the status quo and the main questions are investigated on professional ego, role, knowledge and ability, attitude and motivation, circumstance, behavior tendency of the middle school teachers by questionnaire survey and depth-interview. And the cause of formation is discussed from the view of culture, society, and system.Chapter 5: The Constrained Factors of Teachers’ Professional Identity the main factors are discussed which influence and constrain the formation and development of teacher professional identity,such as the teacher individual, the working school, and curriculum reform. The main factors include the teachers’ understanding of ’teacher professional’, the motivation, the cultural atmosphere of the school, the mechanism of administration, the ideas of curriculum reform etc.Chapter 6: The Development Strategies and Conditions of Teachers’ Professional Identity the basic principles and development paths of the development of teacher professional identity are revealed by the narrative of three teachers’ personal history of life which at the different vocation career stages. And the possible strategies are discussed which may help to the formation and development of teacher professional identity both from the individual internal and the outside educational circumstance.更多还原