教师专业发展中的自我认同

发布时间：2018-04-16 00:34

本文选题：自我认同 + 认同危机　；参考：《陕西师范大学》2009年博士论文

【摘要】： 教育心理学对教师自我认同的研究更多地侧重于教师形象、角色与人格等方面,强调研究的可测性；教育社会学对教师自我认同的研究更多地强调社会情境的相关性,注重教师自我认同的社会性因素分析；在后现代主义思潮的影响下,学者们强调自我认同的语言建构,认为只有在自我叙述与反思的过程中才能够形成教师的自我认同。本文试图在哲学、社会学与心理学等相关理论的支撑下,对教师专业发展中的自我认同进行多领域的交叉研究,在探讨教师专业发展中自我认同与认同危机的基础上,分析教师专业发展中的合理认同问题,进而在合理认同的视域下探讨教师专业发展的实现路径问题,以期丰富教师教育的研究内容,深化对教师专业发展的认识与思考。教师专业发展中的自我认同是教师依据个人专业经历所形成的作为反思性理解的自我,主要集中于教师专业发展的主体性研究,强调教师对专业发展内涵的合理辨识与主动建构,强调教师对专业价值、身份与角色等的合理辨识与主动建构,强调教师对专业经历与专业经验进行深度叙述与反思性理解。教师的专业发展归根是自我实现的价值追求,它不能回避外部的身份规约与角色期待,教师需要对其专业价值、身份与角色等进行合理辨识与主动建构,这影响着教师专业发展的主体性问题、目标问题、动力问题以及发展路径问题。自我认同最终要谋求一种合理认同,只有合理的自我认同才能够更好地促进教师的专业发展。自我认同与认同危机是一个问题的两种状态,认同危机的化解内在需要教师专业发展中的合理认同。本文的研究重心即是探讨教师专业发展中的合理认同,最终落脚于合理认同视域下教师专业发展的实现路径问题。本文首先对教师专业发展中的自我认同进行多层面的透视,然后梳理、归纳与反思教师专业发展中的诸多认同危机,进而着重探讨教师专业发展中合理认同的内涵,并在合理认同视域下谋求教师专业发展的实现路径。教师专业发展中的合理认同不是自顾自的自我认同,而是在合规律性与合目的性的关系中,帮助教师实现“自我”的合理辨识与主动建构,帮助教师在叙述与反思、对话与协商的过程中,更好地促进自身的专业发展。在合理认同的视域下,我们需要注重教师专业发展中“自我”的觉醒与生成,重视叙述与反思的语言转向,重视教师专业发展中的对话与协商,以及教师自我的积极调适与相关心理机制的培育。在研究的过程中,本文着重以下几个方面的研究内容：第一,以自我认同的合理性与教师的主观态度为横纵坐标轴,对教师专业发展中的自我认同进行一种静态的分类与表征。把教师专业发展中的自我认同分为四类,即积极的合理认同、消极的合理认同、消极的不合理认同和积极的不合理认同；第二,借鉴“自我更新”教师专业发展阶段理论与职业锚的相关理论,分别探讨在“非关注”、“虚拟关注”、“生存关注”、“任务关注”以及“自我更新关注”五个阶段教师自我认同的特性；第三,对教师专业发展中的诸多认同危机进行了梳理、归纳与反思,探讨了在教师专业价值、身份与角色等认同危机的影响下,教师专业发展的定位与规划、教师的创造性及一系列心理体验遭遇到何种的困境,探讨了教师专业发展中语言转向的内在诉求,以及教师如何在化解危机的同时实现自身的专业发展；第四,借鉴并深化了合理认同的概念,在合规律性与合目的性的统一中,着重分析了教师专业发展中合理认同的内涵,分析了教师专业发展中合理认同的合规律性与合目的性的内在特征,并分析其对教师专业发展实现路径的内在导引；第五,教师专业发展中的合理认同内在地导引着教师专业发展的实现路径,尤其强调教师专业发展的语言转向与对话协商。对于这些路径的分析,不仅在一定程度上能够丰富教师专业发展的理论体系,而且能够指向教师专业发展的实践层面。
[Abstract]:The research on teacher ' s self - identity is more focused on teacher ' s image , role and personality .
The research on teacher ' s self - identity more emphasizes the relevance of social situation , and pays attention to the social factor analysis of teacher ' s self - identity .
Under the influence of post - modernism , scholars emphasize the self - identification language construction . It is believed that only in the process of self - description and reflection can the self - identity of teachers can be formed . In this paper , we try to analyze the problems of teachers ' professional development based on the theories such as philosophy , sociology and psychology , and discuss the path problem of teacher ' s professional development in the field of reasonable identification , so as to enrich the research content of teacher education and deepen the understanding and reflection of teacher ' s professional development .

The self - identification in teacher ' s professional development is the self - identity of teacher ' s professional development as reflection . It focuses on the rational identification and initiative construction of teacher ' s professional development . It emphasizes teacher ' s rational identification and initiative construction of professional value , identity and role , emphasizes teacher ' s reasonable identification and initiative construction of professional value , identity and role , etc .

Self - identity ultimately seeks a reasonable identification , only reasonable self - identity can promote the professional development of teachers better . Self - identification and identity crisis are two states of the problem . In this paper , we should focus on the rational identification of teachers ' professional development and the realization path of teachers ' professional development . In this paper , we need to focus on the awakening and generation of teachers ' professional development .

In the course of the research , this paper focuses on the following aspects : Firstly , the thesis focuses on the following aspects : Firstly , we classify and characterize the self - identity in the teacher ' s professional development by taking the rationality of self - identity and the teacher ' s subjective attitude as the horizontal ordinate axis . The self - identification in the teacher ' s professional development can be divided into four categories , namely positive and reasonable identification , negative reasonable identification , negative unreasonable identification and positive unreasonable identification ;
Secondly , we discuss the characteristics of teachers ' self - identity in the five stages of " non - concern " , " virtual concern " , " survival concern " , " task attention " and " self - renewal " , using the theory of " self - renewal " teacher ' s professional development stage theory and professional anchor .
Thirdly , this paper reviews and summarizes the crisis in teacher ' s professional development , discusses the orientation and planning of teacher ' s professional development under the influence of teacher ' s professional value , identity and role , explores the predicament of teacher ' s professional development , discusses the inner demands of language turn in teacher ' s professional development , and how teachers can realize their professional development while resolving the crisis .
The fourth , using and deepening the concept of reasonable identification , in the unification of law and purpose , emphatically analyzes the connotation of reasonable identification in teacher ' s professional development , analyzes the inherent characteristics of reasonable identity in teacher ' s professional development , and analyzes its internal guidance to the development of teacher ' s professional development ;
Fifth , the reasonable identification of teacher ' s professional development is guiding the realization path of teacher ' s professional development , especially the language turning and dialogue negotiation of teacher ' s professional development . For the analysis of these paths , not only can enrich the theoretical system of teacher ' s professional development to a certain extent , but also point to the practical level of teacher ' s professional development .

【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G451.1

【引证文献】