摘要
研究采用扎根理论的研究方法,探究顶岗支教生教师专业身份建构的前提、影响机制与确认机制。研究遵循"前教师专业身份意识→情境互动与反思→教师专业身份定位"这一故事线,建构顶岗支教生的教师专业身份建构模型。顶岗支教生的教师专业身份建构路径:首先,真实的支教情境促发支教生前教师专业身份意识的觉醒,是其教师专业身份建构的前提;其次,教师专业身份建构实现从觉醒到明晰的影响机制是外部环境与教师德性共同作用的结果,外部环境对建构过程具有抑制作用,教师德性既调节外部环境对身份建构过程带来的负向影响,又直接推动个体教师专业身份建构的进程;最后,通过支教生的行为、情感、认知三个层面的身份表达来确认个体对教师专业身份的定位。该模型提出的顶岗支教生教师专业身份从觉醒到明晰的建构过程,不仅丰富了教师专业身份建构的相关理论,也为营造顶岗支教生自主建构教师专业身份的环境提供了路径与方法。
From the perspective of grounded theory, the study makes an exploration on premises, influence mechanism and confirmation mechanism of construction of full-time student teachers’ teacher identity. Following the storyline of "pre-service teacher identity consciousness→situational interaction and reflection→teacher identity position", this study establishes a model of teacher identity for full-time student teachers. The route of the construction includes three steps: firstly, authentic situation of practice teaching can promote student teachers’ awakening of their pre-service teacher identity consciousness, which is a premise of the teacher identity construction. Secondly, to achieve the transformation from awakening of the construction to clarity the construction requires the co-work of external environment and teachers’ morality. The external environment holds a restraint function on the construction while teachers’ morality can not only adjust the negative influences on the process by external environment but also promote the process of an individual teacher identity construction. Finally, identity expression from three levels of student teachers’ behavior, emotion and cognition are used to confirm an individual’s teacher identity positioning. The proposal of the construction process from awakening of the teacher identity to clarity of it not only enrich theories related to teacher identity construction but also provide a route and a method for creating an environment in which full-time student teachers can automatically construct their teacher identity.
作者
方建华
马芮
李攀
翟宁
李晨晨
FANG Jian-hua;MA Rui;LI Pan;ZHAI Ning;LI Chen-chen(College of Education,Shihezi University,Shihezi 832003,Xinjiang)
出处
《当代教师教育》
2020年第3期44-51,共8页
Contemporary Teacher Education
关键词
顶岗支教生
教师专业身份
支教情境
教师德性
身份建构模型
full-time student teacher
teacher identity
situation of teaching support
teacherss’moralrty
identtity shaping model
