教师专业发展中的自我认同
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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。
Educational Psychology research teacher's self-identity focus more on the image, the role and personality of teacher, emphasizes the research can be measured; Educational Sociology research teacher's self-identity focus more on the relevance of social situation, pay attention to the social factor analysis of teacher's self-identity; Under the post-modernism ideas influence, scholars emphasize the language construction of self-identity, they think only in the self narrate and reflect process, we can form the teacher' self-identity. This thesis attempts to use for reference philosophy, sociology and psychology and other related theory, in many field crossover research the self-identity in professional development of teachers. Based on the research about the self-identity and identity crisis in professional development of teachers, this thesis analyses the rational ideas of identity in professional development of teachers, and then discuss the path of implementation to the professional development of teachers in the rational ideas of identity views, so as to enrich the content of teacher education research, deepen understanding and consider of the teacher's professional development.
Teacher's self-identity refers to teachers in his course of professional practice, based on their individual professional experience formed as a reflective self-understanding, It mainly concentrated in the subjective research of the professional development of teachers, it emphasizes teacher should reasonable recognize and initiative construct the meaning of professional development, it emphasizes teacher should reasonable recognize and initiative construct the professional value, professional identity and professional role, it emphasizes teacher should deeply narrate and reflect their professional experience. The professional development of teachers return to their roots is the value pursuit of self-realization, it can not avoid the statute of the identity and role expectations, teacher should reasonable recognize and initiative construct their professional value, professional identity and professional role, which affect the subjective problem, target problem, power problem and the development of the path problem to teacher's professional development.
Self-identity finally need to seek a rational ideas of identity, it will better promote the professional development of teachers. Self-identity and identity crisis is a problem of two conditions, to resolve the identity crisis intrinsic need rational ideas of identity in professional development of teachers. In this thesis, the focus of the research is to explore the rational ideas of identity in professional development of teachers, finally explore the path of implementation to the professional development of teachers in the rational ideas of identity views. In this thesis, firstly we multi-level perspective the self-identity in professional development of teachers, then organize, induct and reflect the identity crisis in professional development of teachers, then explore the meaning of rational ideas of identity in professional development of teachers, finally explore the path of implementation to the professional development of teachers in the rational ideas of identity views. Rational ideas of identity in professional development of teachers is not simply self-identity, but also at the relations between regularity and purpose, help teacher achieve "self" rational ideas of identity, help teacher through the narrative and the self-reflection to find homes, at the self-identity process help teacher promote their own professional development. In the rational ideas of identity views, we should pay attention to the "self" awakening and generation in professional development of teachers, attach importance to narrative and reflective language shift, attach importance to dialogue and consultation in professional development of teachers, strive to foster the positive and healthy teacher's psychological mechanism, guide teacher positive self-adjustment against the negative psychological experience.
In the process of the research, focusing on the following aspects:First, this thesis establish the transverse and longitudinal axis based on the rationality of self-identity and the subjective attitude of teachers, makes the static classification and characterization for self-identity in professional development of teachers, it is divided into four categories of self-identity, positive rational identity, negative rational identity, negative non-rational identity, and positive non-rational identity; Second, drawing on "self-renewal" stage theory of teacher professional development and career anchor theory, respectively explore the characteristics of the "non-concern", "virtual concern", "survival of concern", "mission of concern " and "self-renewal of concern "; Third, we organize, induct and reflect the identity crisis in professional development of teachers. Under the influence of the professional value identity crisis, statue identity crisis and role identity crisis, we discuss the professional development positioning and planning, the creative and series of psychological experience which met with the plight, explore the teacher how to defuse the crisis at the same time achieve their own professional development; Fourth, in this thesis, we draw on and deepen the concept about rational ideas of identity, at the relations between regularity and purpose, focus on an analysis of the meaning of rational ideas of identity in professional development of teachers, analyses their inherent characteristics and internal guidance to the teacher professional development; Fifth, the rational ideas of identity in professional development of teachers inherently lead the implementation path to teacher professional development, it particular emphasis on the narrative and reflective language shift, attaches importance to the dialogue and consultation in professional development of teachers. Analysis of these paths, not only can enrich the teacher education theoretical system, but also will be able to point to the practice of teacher professional development.
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。
Educational Psychology research teacher's self-identity focus more on the image, the role and personality of teacher, emphasizes the research can be measured; Educational Sociology research teacher's self-identity focus more on the relevance of social situation, pay attention to the social factor analysis of teacher's self-identity; Under the post-modernism ideas influence, scholars emphasize the language construction of self-identity, they think only in the self narrate and reflect process, we can form the teacher' self-identity. This thesis attempts to use for reference philosophy, sociology and psychology and other related theory, in many field crossover research the self-identity in professional development of teachers. Based on the research about the self-identity and identity crisis in professional development of teachers, this thesis analyses the rational ideas of identity in professional development of teachers, and then discuss the path of implementation to the professional development of teachers in the rational ideas of identity views, so as to enrich the content of teacher education research, deepen understanding and consider of the teacher's professional development.
Teacher's self-identity refers to teachers in his course of professional practice, based on their individual professional experience formed as a reflective self-understanding, It mainly concentrated in the subjective research of the professional development of teachers, it emphasizes teacher should reasonable recognize and initiative construct the meaning of professional development, it emphasizes teacher should reasonable recognize and initiative construct the professional value, professional identity and professional role, it emphasizes teacher should deeply narrate and reflect their professional experience. The professional development of teachers return to their roots is the value pursuit of self-realization, it can not avoid the statute of the identity and role expectations, teacher should reasonable recognize and initiative construct their professional value, professional identity and professional role, which affect the subjective problem, target problem, power problem and the development of the path problem to teacher's professional development.
Self-identity finally need to seek a rational ideas of identity, it will better promote the professional development of teachers. Self-identity and identity crisis is a problem of two conditions, to resolve the identity crisis intrinsic need rational ideas of identity in professional development of teachers. In this thesis, the focus of the research is to explore the rational ideas of identity in professional development of teachers, finally explore the path of implementation to the professional development of teachers in the rational ideas of identity views. In this thesis, firstly we multi-level perspective the self-identity in professional development of teachers, then organize, induct and reflect the identity crisis in professional development of teachers, then explore the meaning of rational ideas of identity in professional development of teachers, finally explore the path of implementation to the professional development of teachers in the rational ideas of identity views. Rational ideas of identity in professional development of teachers is not simply self-identity, but also at the relations between regularity and purpose, help teacher achieve "self" rational ideas of identity, help teacher through the narrative and the self-reflection to find homes, at the self-identity process help teacher promote their own professional development. In the rational ideas of identity views, we should pay attention to the "self" awakening and generation in professional development of teachers, attach importance to narrative and reflective language shift, attach importance to dialogue and consultation in professional development of teachers, strive to foster the positive and healthy teacher's psychological mechanism, guide teacher positive self-adjustment against the negative psychological experience.
In the process of the research, focusing on the following aspects:First, this thesis establish the transverse and longitudinal axis based on the rationality of self-identity and the subjective attitude of teachers, makes the static classification and characterization for self-identity in professional development of teachers, it is divided into four categories of self-identity, positive rational identity, negative rational identity, negative non-rational identity, and positive non-rational identity; Second, drawing on "self-renewal" stage theory of teacher professional development and career anchor theory, respectively explore the characteristics of the "non-concern", "virtual concern", "survival of concern", "mission of concern " and "self-renewal of concern "; Third, we organize, induct and reflect the identity crisis in professional development of teachers. Under the influence of the professional value identity crisis, statue identity crisis and role identity crisis, we discuss the professional development positioning and planning, the creative and series of psychological experience which met with the plight, explore the teacher how to defuse the crisis at the same time achieve their own professional development; Fourth, in this thesis, we draw on and deepen the concept about rational ideas of identity, at the relations between regularity and purpose, focus on an analysis of the meaning of rational ideas of identity in professional development of teachers, analyses their inherent characteristics and internal guidance to the teacher professional development; Fifth, the rational ideas of identity in professional development of teachers inherently lead the implementation path to teacher professional development, it particular emphasis on the narrative and reflective language shift, attaches importance to the dialogue and consultation in professional development of teachers. Analysis of these paths, not only can enrich the teacher education theoretical system, but also will be able to point to the practice of teacher professional development.
引文
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