新课改背景下教师专业认同图景与建构过程——基于对幼儿教师Y的叙事探究

发布时间：2018-10-18 07:44

【摘要】：本文采用叙事探究方法探讨了一名职业发展中期的幼儿教师Y在课程改革背景下的专业认同图景和建构过程。研究发现,新课改话语蕴含的专业期望与教师专业认同自我建构之间存在张力,使其形成相互冲突的专业认同。从专业认同的建构过程来看,新课改专业期望与幼儿教师专业认同的自主建构之间具有复杂的关系,包括主动回应、浅层次回应、自发经验契合与经验方向偏离四种模式,教师的专业认同建构在很大程度上也受到个人生活史、人际互动的影响。本文指出,教师专业认同的建构过程是新课改制度、理论话语与教师的实践话语博弈的过程;而课程改革与决策也应该关注与考虑教师在个人发展、历史情境和各种因素影响业已形成的专业认同,并提供相应的专业支持。
[Abstract]:In this paper, the narrative inquiry method is used to explore the professional identity picture and construction process of a child teacher Y in the middle stage of career development under the background of curriculum reform. It is found that there is a tension between the professional expectation contained in the new curriculum reform discourse and the self-construction of teachers' professional identity, which makes it form a conflicting professional identity. From the perspective of the construction process of professional identity, there is a complex relationship between the professional expectation of the new curriculum reform and the autonomous construction of the professional identity of preschool teachers, including active response, shallow response, spontaneous experience fit and deviation from the direction of experience. Teachers' professional identity construction is also influenced by personal life history and interpersonal interaction to a great extent. This paper points out that the construction process of teachers' professional identity is the process of new curriculum reform system, theoretical discourse and teachers' practical discourse game, while curriculum reform and decision-making should also pay attention to and consider teachers' personal development. Historical situation and various factors influence the professional identity and provide corresponding professional support.
【作者单位】：浙江大学教育学院课程与教学研究所;
【分类号】：G615

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