实习支教生教师专业身份建构过程的叙事研究

发布时间：2018-09-10 06:53

【摘要】：我们总是在努力变成某种人,我们每个人也都梦想着成为某类人,这影响着我们生活的方方面面：我们寻找什么样的工作,我们定居在什么地方,我们和谁交往,甚至影响着我们未来的梦想。但是,要知道我们想要什么和我们梦想成为什么样的人,首先得知道“我们是谁”,我们目前的处境。换句话说,那就是我们的身份,它帮助我们设定目标,并规划我们未来的发展路径。如果我们没有理解我们的身份,我们是无法实现我们所希望的,因为我们不清楚我们应走向何方。对教师而言,大量的教师教育研究文献都强调专业身份建构在教师专业发展中的重要性,因为,教师在学校和在专业共同体中的交往,身份建构会伴随教师整个职业生涯,并且,教师专业身份是分析教师教学的框架或棱镜,是教师专业生活的一个组织因素,甚至也可以用来解释、证明和理解与他者和世界关联中的自己。通过对现有文献的分析发现,探索教师专业身份的方式多种多样。因此要完全理解教师专业身份的内涵及其研究方法是一个巨大的挑战。综合而言,教师专业身份是教师对自己身为教师所具有的意义的整体看法。所以,当教师仅为一种职业选择,但是,成为一位专业的教师,则是在每一天的教学生活中形塑和建构的。师范生对身为专业教师的看法,往往决定了明日教师的样貌与意象。“我是谁”和“我想成为怎样的教师”等问题早已引起教师的重视,但是,直到近年来才引起研究者的关注。尽管研究时间较短,不少研究者则强调了教师教育在职前教师专业身份形成中的作用,也有研究者发现实习是职前教师专业身份转变的关键阶段,并且,实习支教教师面临着在教育实践场域互动中的冲突与困惑,对原有的知识和理念带来巨大挑战,从而,有对未来教师生涯的承诺或不确定,也有徘徊在理想和现实之间的拉距,更何况,当前实习支教生是如何建构和发展教师专业身份的,却一直缺乏相关实证研究。因此,这些内心深层的经历及经验值得探究。于是,本研究的目的在于了解实习支教生建构教师专业身份的过程,从而勾勒专业身份建构的形貌及其影响因素,希冀透过研究发现的讨论,进一步思考如何建构实习支教教师专业身份的可能途径。本研究经由五位实习支教生的同意得以进行叙事探究,以访谈作为主要搜集资料的方法,并辅以观察、反思日记分析等策略,进而整理与分析,前后达九个月的时间。深入访谈,聆听他们叙说成为教师的过程以及在实习支教场域的故事,从故事中了解他们专业身份的内涵,探讨其影响因素,分析其教师专业身份建构的过程及特征。依据五位实习支教生的叙说,可以将其教师专业身份建构历程粗略分为：(1)入学动机；(2)前身份；(3)踏上教师之路；(4)教学实践；(5)未来展望。可见,他们的叙说充满丰富了“找寻”与“转化”、对话与协商的内涵,分析他们的叙说可以理解影响其建构教师专业身份的个人因素和社会因素,揭示出五位实习支教教师“前构—形构—再构”的建构过程,这个建构过程也呈现出阶段性、能动性、动态性、差异性特征。基于此,不难发现,实习支教生教师专业身份建构与其过去经验以及个体身处的情境有密切关系。由于教师专业身份建构是一个个体内在自我与外在世界的对话,藉着叙说回溯经验能提高实习支教生对其教师专业身份建构过程的察觉,促进专业成长。因此,本研究的研究过程也有利于实习支教生建构教师专业身份,实习支教也在他们建构教师专业身份过程中起着至关重要的作用。最后,本论文针对高师院校、师范生、中小学和教育行政部门提出了一些建议。
[Abstract]:We are always trying to be somebody, and each of us dreams of becoming somebody, which affects every aspect of our lives: what kind of jobs we look for, where we live, who we associate with, and even our dreams for the future. What kind of people know first is who we are and where we are. In other words, it's our identity, which helps us set goals and chart our future path. As far as teachers are concerned, a large number of research papers on teacher education emphasize the importance of professional identity construction in the development of teachers'profession, because in the communication between teachers in schools and professional communities, identity construction will accompany the whole career of teachers, and teachers' professional identity is the framework or prism of analyzing teachers'teaching and the professional life of teachers. An organizational factor can even be used to explain, prove, and understand oneself in connection with others and the world. Through the analysis of existing literature, it is found that there are many ways to explore the professional identity of teachers. Professional identity is a teacher's overall view of what it means to be a teacher. Therefore, being a teacher is only a career choice, but being a professional teacher is shaped and constructed in every day's teaching life. Teachers have paid much attention to the questions of "who" and "what kind of teacher do I want to be". However, researchers have not paid much attention to them until recent years. The key stage, moreover, is confronted with the conflict and perplexity in the field interaction of educational practice, which brings enormous challenges to the original knowledge and ideas. Thus, there are promises or uncertainties about the future teacher's career, and there are also gaps between ideal and reality. What's more, how to construct and develop the current internship teachers and students? However, there has been a lack of empirical research on teachers'professional identity. Therefore, these deep-seated experiences and experiences are worth exploring. Therefore, the purpose of this study is to understand the process of teachers' professional identity construction by interns, and then to outline the shape of professional identity construction and its influencing factors. This study explored the possible ways to construct the professional identity of the intern teachers. With the consent of the five interns, the interviews were used as the main method of collecting data, supplemented by observation, reflective diary analysis and other strategies. According to the narrative of five interns, the process of teacher professional identity construction can be roughly divided into: (1) admission motivation; (2) the former. Identity; (3) Stepping on the road of teachers; (4) Teaching practice; (5) Future prospects. It can be seen that their narratives are full of the connotation of "seeking" and "transforming", dialogue and negotiation. By analyzing their narratives, we can understand the personal and social factors that affect the construction of teachers'professional identity, and reveal the "precursor-structure" of five internship teachers. Based on this, it is not difficult to find that the construction of teachers'professional identity is closely related to their past experience and the situation in which they are. World dialogues, through narrative retrospective experience, can enhance the interns'awareness of the process of teacher professional identity construction and promote professional growth. Finally, this paper puts forward some suggestions for normal universities, normal students, primary and secondary schools and educational administration departments.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G451

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