教育理论与实践

教师身份认同研究对解决教师认同危机和教师专业发展具有理论价值和现实意义,它需要社会环境与教师自我的共同努力逐渐建构。教师身份认同建构应从两方面入手:社会环境塑造与教师自我重构。社会环境塑造包括教育制度"赋权"、积极学校文化、学习共同体的创设。教师自我重构包括在专业感知与实践中定位"专业性自我",在与他者的"对话"、"协商"中形成"关系性自我",在师德建设中发展"德性自我"。

The research on the identification of teachers' identity has the theoretical value and practical significance to solving the crisis of teachers' identification and the teachers' professional development. It calls for the joint effort of the social environment and teachers themselves to construct it gradually. Building the identification of teachers' identity should start from two aspects: the social environment modeling and the teachers' own reconstruction. The social environment modeling includes the educational system's"empowerment", the positive school culture and the institution of learning community. The teachers' own reconstruction includes the "professional ego"positioning in the professional perception and practice, the"ego of relation"forming in the"dialogue"with others, and the"moral ego"developing in the construction of teachers' ethics.