摘要
研究运用协作自我研究方法,考察了“我”从中学教师成长为学科教师教育者经历的专业身份认同发展阶段,探讨了各阶段身份认同样态的具体表现及其内在动因,提出了促进学科教师教育者专业身份认同的行动策略。在“入场”“在场”“争场”“融场”四个阶段中,“我”的专业身份认同先后表现出“游移”“行动”“协商”“统合”四种样态;在认知建构、情感认同、冲突调适和规范重构的动力推进下,“我”的专业身份认同不断得到砥砺,最终实现蜕变。通过构建连续认知体系、搭建情感共鸣系统、培育认同调适思维以及完善持续反思制度,高校和个体共同努力,促进学科教师教育者形成稳定、一致的专业身份认同。
This study utilizes collaborative self-study methodology to explore the stages,types,and motivations of my profes-sional identity development during my growth from a secondary school teacher to a subject teacher educator.The findings re-veal that it experienced four stages:entry,on-site,competition and integration,and presented four features:wandering,ac-tion-oriented,negotiated,and affirmed.Cognitive construction,emotional identification,conflict adaptation,and norm re-construction are four agents.By constructing continuous cognitive systems,fostering emotional resonance,cultivating adap-tive thinking,and establishing ongoing reflection,subject teacher educators'unified and affirmed professional identity could be prompted.
作者
朱洪翠
杨跃
ZHU Hongcui;YANG Yue(School of Education Science,Yanchen Teachers University,Yancheng,Jiangsu,224002,China;School of Education Science,Nanjing Normal University,Nanjing,Jiangsu,210097,China)
出处
《教师教育研究》
北大核心
2025年第3期80-85,92,共7页
Teacher Education Research
