师范生教师身份认同研究

发布时间：2019-03-21 17:28

【摘要】：近些年来,国家教育政策越来越关注教师教育,强调教师对该职业在思想和行为上的认同。师范生作为未来的教师却暴露出教师身份认同较差,专业学习不主动、不积极的状况,这不仅直接影响着师范生的专业知识与技能的积累,而且间接影响了基础教育的教学质量以及新课程改革的纵深推进。研究力图对师范生教师身份认同现状、发展过程和影响因素予以探讨,揭示了教师专业发展的内源性动力和深层机制,从而为高等师范院校培养师范生提供可行性建议。研究尝试将“量的研究”和“质的研究”方法相结合,通过自编师范生教师身份认同问卷对458名师范生进行了问卷调查,并辅以深度访谈,结果发现：师范生教师身份认同总体认同水平有待进一步提高。在各个人口统计变量上,师范生的教师身份认同都存在差异性。师范生在学期间其教师身份认同发展的困境表现在归属感的消解、方向感的模糊以及无力感的侵袭。师范生教师身份认同发展主要经历了迷茫期、探寻期和定向期。师范生教师身份认同的发展过程是一个不断寻求归属与区别的过程。其教师身份认同形成与发展受到师范生的情绪、态度,师范生个人生活史、国家教育政策、学校组织环境、人际关系环境等因素的影响。基于对师范生教师身份认同的理论探讨和实证研究,从三个层面提出了相应建议以期提高师范生的教师身份认同水平。第一,在国家社会层面上提出营造尊师重教的社会风尚,加强教师职业的专业性的建议；第二,在师范院校层面提出：营造师范性的校园文化,加强师范生职业伦理教育,加强师范课程的实践性,加强师范生职业生涯指导,改进师范生的评价方式等建议；第三,在师范生个体层面提出了激发师范生的主体意识,促进师范生的自我反思两方面的建议。
[Abstract]:In recent years, the national education policy has paid more and more attention to teacher education, emphasizing teachers' recognition of the profession in thought and behavior. As future teachers, normal school students expose the poor identity of teachers, the lack of initiative and inactivity in professional learning, which not only directly affect the accumulation of professional knowledge and skills of normal school students, but also have a negative impact on the accumulation of professional knowledge and skills of normal school students. And indirectly affected the teaching quality of basic education and the in-depth advancement of the new curriculum reform. The research tries to probe into the status quo, development process and influencing factors of teachers' identity, and reveals the endogenous motivation and deep-seated mechanism of teachers' professional development, so as to provide feasible suggestions for the training of teachers' students in normal colleges and universities. This study attempts to combine the "quantitative study" with the "qualitative research" method. Through the self-designed teacher identity questionnaire for normal school students, a questionnaire survey was conducted among 458 normal students, supplemented by in-depth interviews. The results show that the overall level of teachers' identity needs to be further improved. In each demographic variable, there are differences in teacher identity among normal school students. The dilemma of teachers' identity development of normal school students during the semester lies in the resolution of belonging sense, the ambiguity of direction and the invasion of powerlessness. The development of teachers' identity of normal school students mainly goes through the period of confusion, exploration and orientation. The development process of teacher identity of normal school students is a process of seeking attribution and distinction. The formation and development of teachers' identity is influenced by the emotion, attitude, personal life history, national education policy, school organization environment, interpersonal relationship environment and other factors of normal school students' emotion, attitude, personal life history, national education policy, school organization environment and interpersonal relationship environment. Based on the theoretical and empirical research on teachers' identity of normal school students, this paper puts forward corresponding suggestions from three aspects in order to improve the level of teachers' identity of teachers' students. Firstly, on the national social level, the author puts forward some suggestions on how to create the social fashion of respecting teachers and valuing education, and how to strengthen the professionalism of teachers' profession. Second, at the level of normal colleges and universities, the following suggestions are put forward: to build a normal school culture, to strengthen the vocational ethics education of normal students, to strengthen the practicality of teachers' courses, to strengthen the career guidance of normal students, and to improve the evaluation mode of normal students; Thirdly, the author puts forward two suggestions on stimulating normal students' subjective consciousness and promoting normal students' self-reflection at the individual level.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G652

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