江苏省高校教师职业认同现状及影响因素研究
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摘要
本研究是关于教师教育的实证研究,通过问卷调查方式,分析了在当今市场经济和多元文化价值共存的社会背景下江苏省高校教师职业认同的现状,既包括所有高校的教师职业认同总体水平,也包括不同高校之间的教师职业认同水平的差异,并从学校特征变量和个体特征变量两个角度探讨了不同高校的教师职业认同水平之间存在差异的原因以及影响高校教师职业认同的相关因素,最后针对高校教师职业认同特征和影响因素提出了促进高校教师发展的相应对策。
研究结果表明:(1)江苏省高校教师职业认同总体水平较高,其中教师的职业期望水平最高,职业价值观认同得分最低。不同高校的教师职业认同水平之间存在非常显著的差异。(2)高校所处的地理位置对教师的职业认同水平有影响,其中苏北地区的高校教师职业认同水平最高。重点高校的教师职业认同水平高于普通高校。教师对学校管理、薪资报酬和学校环境的满意程度与高校教师职业认同水平之间存在非常显著的正相关,表明教师对学校的满意程度越高,教师的职业认同水平就越高。(3)教师年龄和学历的交互作用对高校教师职业认同水平有显著影响,而主效应不显著。教师的职称对高校教师职业认同水平有显著影响,职称越高,教师的职业认同水平越高。教师的教龄在高校教师职业认同水平上不存在显著差异,表现为教师的职业认同水平随着教师教龄的增长而呈交替上升的趋势。理工类高校教师的职业认同水平高于文科类。(4)影响高校教师职业认同的因素不仅包括高校的类别、教师对学校的满意程度和教师的个体特征,而且也包括教师从教之前的学习、实习或培训经历、高校拥有的教学资源和教师的科研基金数量、高校的自然环境、文化环境和制度环境、教师的社会地位、职业声望和社会期望以及高校学生数量和学生的就业特点等因素。(5)最后提出高校教师职业认同的提高应该从社会支持、高校关注和教师反思三方面共同努力,从而促进高校教师的发展。
This research is an empirical study on Teacher Education, with the questionnaire, the research analyses the current situation of university teachers’professional identity in Jiangsu province under the background of the coexistence of market economy and multi-cultural values, not only the overall levels of teachers’professional identity in all universities but also the different levels of teachers’professional identity among universities included. And it probes into the reasons for the differences among universities and the relevant factors of teachers’professional identity from two angles between the school characteristic variables and the individual characteristic variables. Finally, based on the results above, the research put forward some counter measures to promote university teachers’development.
The results show that: (1) The overall level of university teachers’professional identity in Jiangsu province is relatively higher than the equal level, of which the score of teachers’professional expectations is the highest, and the teachers’professional values get the lowest score. There are significant differences on teachers’professional identity in different universities. (2) Geography location of the university affects the level of university teachers’professional identity, and the level in northern area of Jiangsu province is the highest. The level of teachers’professional identity in key universities is higher than in the general universities. There are very significantly positive correlation between the university teachers’satisfactions with the management, the salary, the school environment and the level of teachers’professional identity. It means that the teachers’satisfaction increased with the rising of the professional identity level. (3) The interaction of teachers’ age and educational qualification affects significantly the levels of university teachers’professional identity, but the main effect was not remarkable. There is a significant effect in university teachers’professional identity in different professional titles, the higher the teachers’titles, the higher the level of university teachers’professional identity. There is no significant difference on the level of university teachers’professional identity among different school ages; it shows that the level of professional identity increases alternately with the growth of teachers’school ages. Teachers in science and engineering have a higher level than those in liberal arts on the professional identities. (4) The influence factors of university teachers’professional identity include not only the type of universities, teachers’satisfaction on schools and teachers’individual characteristics, but also the experiences of study, internship or training before being a teacher, the number of teaching resources in the university and research funds to the teachers, the natural, cultural and institutional environment of the university, teachers’social status, occupational prestige and social expectations, the number of college students and the employment features of them and other factors. (5) Finally, to improve the level of university teachers’professional identity and promote the development of university teachers, the joint efforts of social support, university concern and teachers’reflection are absolutely necessary.
研究结果表明:(1)江苏省高校教师职业认同总体水平较高,其中教师的职业期望水平最高,职业价值观认同得分最低。不同高校的教师职业认同水平之间存在非常显著的差异。(2)高校所处的地理位置对教师的职业认同水平有影响,其中苏北地区的高校教师职业认同水平最高。重点高校的教师职业认同水平高于普通高校。教师对学校管理、薪资报酬和学校环境的满意程度与高校教师职业认同水平之间存在非常显著的正相关,表明教师对学校的满意程度越高,教师的职业认同水平就越高。(3)教师年龄和学历的交互作用对高校教师职业认同水平有显著影响,而主效应不显著。教师的职称对高校教师职业认同水平有显著影响,职称越高,教师的职业认同水平越高。教师的教龄在高校教师职业认同水平上不存在显著差异,表现为教师的职业认同水平随着教师教龄的增长而呈交替上升的趋势。理工类高校教师的职业认同水平高于文科类。(4)影响高校教师职业认同的因素不仅包括高校的类别、教师对学校的满意程度和教师的个体特征,而且也包括教师从教之前的学习、实习或培训经历、高校拥有的教学资源和教师的科研基金数量、高校的自然环境、文化环境和制度环境、教师的社会地位、职业声望和社会期望以及高校学生数量和学生的就业特点等因素。(5)最后提出高校教师职业认同的提高应该从社会支持、高校关注和教师反思三方面共同努力,从而促进高校教师的发展。
This research is an empirical study on Teacher Education, with the questionnaire, the research analyses the current situation of university teachers’professional identity in Jiangsu province under the background of the coexistence of market economy and multi-cultural values, not only the overall levels of teachers’professional identity in all universities but also the different levels of teachers’professional identity among universities included. And it probes into the reasons for the differences among universities and the relevant factors of teachers’professional identity from two angles between the school characteristic variables and the individual characteristic variables. Finally, based on the results above, the research put forward some counter measures to promote university teachers’development.
The results show that: (1) The overall level of university teachers’professional identity in Jiangsu province is relatively higher than the equal level, of which the score of teachers’professional expectations is the highest, and the teachers’professional values get the lowest score. There are significant differences on teachers’professional identity in different universities. (2) Geography location of the university affects the level of university teachers’professional identity, and the level in northern area of Jiangsu province is the highest. The level of teachers’professional identity in key universities is higher than in the general universities. There are very significantly positive correlation between the university teachers’satisfactions with the management, the salary, the school environment and the level of teachers’professional identity. It means that the teachers’satisfaction increased with the rising of the professional identity level. (3) The interaction of teachers’ age and educational qualification affects significantly the levels of university teachers’professional identity, but the main effect was not remarkable. There is a significant effect in university teachers’professional identity in different professional titles, the higher the teachers’titles, the higher the level of university teachers’professional identity. There is no significant difference on the level of university teachers’professional identity among different school ages; it shows that the level of professional identity increases alternately with the growth of teachers’school ages. Teachers in science and engineering have a higher level than those in liberal arts on the professional identities. (4) The influence factors of university teachers’professional identity include not only the type of universities, teachers’satisfaction on schools and teachers’individual characteristics, but also the experiences of study, internship or training before being a teacher, the number of teaching resources in the university and research funds to the teachers, the natural, cultural and institutional environment of the university, teachers’social status, occupational prestige and social expectations, the number of college students and the employment features of them and other factors. (5) Finally, to improve the level of university teachers’professional identity and promote the development of university teachers, the joint efforts of social support, university concern and teachers’reflection are absolutely necessary.
引文
1.鲁卡斯.大学与学习社会的挑战[A].21世纪的大学——北京大学百年校庆召开的高等教育论坛论文集[C].北京:北京大学出版社,1999
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12.周成海.导正教师认同:教师教育的重要使命[J].中国教育学刊,2007(11):68-73
13.曲正伟.教师的“身份”与“身份认同”[J]教育发展研究,2007(4):34-38.
14.张军凤.教师的专业身份认同[J].教师发展研究,2007(4):39-46
15.郄海霞.教师自我认同心理探析[J].湖南教育,2003(14):18-20
16.于慧慧.中学青年教师职业认同现状研究[D].湖南师范大学硕士论文,2006
17.陈同军.小学男教师职业认同调查与分析[D].华东师范大学硕士论文,2006
18.王静.兰州市幼儿教师职业认同与专业发展研究[D].西北师范大学硕士论文,2007
19.张娜.郑州市中等职业学校专业课教师职业认同研究[D].西南大学硕士论文,2009
20.翟艳.幼儿教师专业认同对教师专业发展影响的个案研究[D].西南师范大学硕士论文,2005
21.和励之.农村中学青年教师职业认同影响因素研究[D].华中师范大学硕士论文,2009
22 .马飞力.对高校外语教师自我认同的个案研究[J].新余高专学报,2005,10(3):119-1221
23.魏淑华.教师职业认同研究[D].西南大学博士论文,2008
24.沈之菲.新课程背景下上海市中小学教师职业角色认同的研究[D].华东师范大学硕士论文,2004
25.钱红.浙江省中小学教师对新课程改革认同感的研究[D].浙江师范大学,2006
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1 C.鲁卡斯.大学与学习社会的挑战[A].21世纪的大学——北京大学百年校庆召开的高等教育论坛论文集[C].北京:北京大学出版社,1999
2申卫革.高校教师职业声望浮沉考[J].高等工程教育研究,2006(3):55-58
1 Fred A. J. Korthagen. In search of the essence of a good teacher: towards a more holistic approach in teacher education [J]. Teaching and Teacher Education,2004(20):77-97
2 Bullough, R.V. Practicing theory and theorizing practice in teacher education [A]. J. Loughran & T. Russell(Eds.) Purpose,Passion and Pedagogy in Teacher Education [C]. London: Falmer Press, 1997:21
1费惠宇.社会心理学词典[M].河北:河北人民出版社,1988
2 Alan E. Kazdin. Encyclopedia of psychology. Oxford University Press,2000
3埃里克森著.孙名之译.青少年与危机[M].浙江:浙江教育出版社,1998:4
4宋广文.魏淑华.影响教师职业认同的相关因素分析[J].心理发展与教育,2006(1)
5 [美]乔纳森.H.特纳著,邱泽奇等译.社会学理论的结构(第7版)[M].北京:华夏出版社,2006:361-370
1 G. Kelchtermans & R. Vandenberghe. Teachers’professional development: a biographical perspective. Journal of Curriculum Studies,1994,26(1)
2魏淑华.教师职业认同与教师专业发展[D].曲阜师范大学硕士论文,2005.4
1 Douwe Beijaard, Paulien C. Meijer, Nico Verloop. Reconsidering research on teachers’professional identity[J]. Teaching and Teacher Education,2004:107-128
2 Sugrure, C. Student teachers’lay theories and teaching identities: Their implications for professional development [J]. European Journal of Teacher Education,1997,20(3):213-225
3 Goodson, I. F. & Cole, A. Exploring the teacher’s professional knowledge: Constructing identity and community [J].Teacher Education Quarterly,1994,21(1):85-105
4 Coldron, John & Smith, Robin. Active location in teachers’construction of their professional identities[J]. Journal of Curriculum Studies,1999,31(6):711-726
1 Moore,M., & Hofman, J. E. Professional identity in institutions of higher learning in Israel[J]. Higher Education, 1988,17(1):69-79
2 Gaziel, H. H. Sabbatical leave, job burnout and turnover intentions among teachers [J]. International Journal of Lifelong Education, 1995,14(4):331-338
3 Nixon, J. Professional identity and the restructuring of higher education[J]. Studies in Higher Education,1996, 21 (1):5-16
4 Paechter, C., & Head, J. Gender, identity, status and the body: Life in a marginal subject[J].Gender and Education, 1996,8(1):21-29
5刘义国,林天伦.教师教育叙事与身份认同:关联及有效性前提[J]:53-54
6 Connelly, F. M., & Clandinin, D. J. Shaping a professional identity: Stories of education practice. London, ON: Althouse Press,1999
1 Phelan,A. M. A knot to unfurl(A book review of‘Shaping a professional identity: Stories of education practice’by M. F. Connelly & D. J. Clandinin,1999, London, ON: Althouse Press). Alberta Journal of Educational Research,2000 (46):288-290
2 Brickson, S. D. The impact of identity orientation on individual and organizational outcomes in demographically diverse settings[J]. Academy of management review,2000,25(1):82-101.转引自沙莲香.社会心理学[M].北京:中国人民大学出版社,2006:106-107
1沈之菲.近十年西方教师认同问题研究及启示[J].上海教育科研,2005(11):10-13
2李芳.论教师职业认同对教师专业发展的意义[J].濮阳职业技术学院学报,2007,(2):99-100
3周成海.导正教师认同:教师教育的重要使命[J].中国教育学刊,2007(11):68-73
4曲正伟.教师的“身份”与“身份认同”[J]教育发展研究,2007(4):34-38.
5张军凤.教师的专业身份认同[J].教师发展研究,2007(4):39-46
6郄海霞.教师自我认同心理探析[J].湖南教育,2003(14):18-20
1魏淑华.教师职业认同与教师专业发展[D].曲阜师范大学硕士论文,2005
2于慧慧.中学青年教师职业认同现状研究[D].湖南师范大学硕士论文,2006
3陈同军.小学男教师职业认同调查与分析[D].华东师范大学硕士论文,2006
4王静.兰州市幼儿教师职业认同与专业发展研究[D].西北师范大学硕士论文,2007
5张娜.郑州市中等职业学校专业课教师职业认同研究[D].西南大学硕士论文,2009
6翟艳.幼儿教师专业认同对教师专业发展影响的个案研究[D].西南师范大学硕士论文,2005
7和励之.农村中学青年教师职业认同影响因素研究[D].华中师范大学硕士论文,2009
8马飞力.对高校外语教师自我认同的个案研究[J].新余高专学报,2005,10(3):119-122
9魏淑华.教师职业认同研究[D].西南大学博士论文,2008
1沈之菲.新课程背景下上海市中小学教师职业角色认同的研究[D].华东师范大学硕士论文,2004
2钱红.浙江省中小学教师对新课程改革认同感的研究[D].浙江师范大学,2006
3秦浦红.中学教师入职阶段角色认同的研究[D].南京师范大学硕士论文,2005
4朱斌谊,邹朝华.关于英语教师职业认同的调查研究[J].燕山大学学报,2007(8):258-259
5黄艳,刘中凯.中学体育教师职业认同感的调查研究[J].浙江体育科学,2009(4):116-119
6程薇,王在勇,王瑶.高等师范教育专业学生的中小学教师职业认同现状调查[J].教师教育研究,2008(5):45-48
7马雷.高校教师的职业认同感与队伍稳定[J].华东冶金学院学报,2000,2(4):116-118
8魏昕.当前教育发展对高校教师职业认同感的挑战[J].理论观察,2006(5):104-105
9蒋晓虹.教师职业认同的内涵与策略分析[J].全球教育展望,2009,2(38):70-12
1袁苑,周兴国.高校部分教师自我认同危机的产生及消解[J]:安徽工业大学学报,2008,25(5):165-167
2徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D].湖南师范大学硕士论文,2006
3薄艳玲.高师生教师职业认同研究[D].广西师范大学硕士论文,2008
4严玉梅.高校教师职业认同、工作满意度与离职意向的关系研究[D].湖南师范大学,2008
5王玉.上海市成人高校教师职业认同研究[D].华东师范大学,2009
1蒋晓红.教师职业认同的内涵与策略分析[J].全球教育展望,2009(2):70-72
2刘富喜.教师职业认同的指向和态势[J].当代教育论坛,2007(9):64-65
1马雷.高校教师的职业认同感与队伍稳定[J].华东冶金学院学报,2000,2 (4):116-118
1陈帆,郑勇.高校初任教师专业发展的思考[J]:教师学术学刊,2008(8):71-72
1蒋晓红.教师职业认同的内涵与策略分析[J].全球教育展望,2009(2):70-72
1陈帆,郑勇.高校初任教师专业发展的思考[J]:教师学术学刊,2008(8):71-72
1张敏.国外教师职业认同与专业发展研究述评[J].比较教育研究,2006(2):77-81
2.申卫革.高校教师职业声望浮沉考[J].高等工程教育研究,2006(3):55-58
3.李素华.对认同概念的理论述评[J].兰州学刊,2005(4).转引自:梁丽萍.中国人的宗教心理[M].北京:社会科学文献出版社,2004(12)
4.费惠宇.社会心理学词典[M].河北:河北人民出版社,1988
5.埃里克森著.孙名之译.青少年与危机[M].浙江:浙江教育出版社,1998:4
6.宋广文.魏淑华.影响教师职业认同的相关因素分析[J].心理发展与教育,2006(1)
7.[美]乔纳森.H.特纳著,邱泽奇等译.社会学理论的结构(第7版)[M].北京:华夏出版社,2006:361-370
8.魏淑华.教师职业认同与教师专业发展[D].曲阜师范大学硕士论文,2005.4
9.刘义国,林天伦.教师教育叙事与身份认同:关联及有效性前提[J]:53-54G.
10 .沈之菲.近十年西方教师认同问题研究及启示[J].上海教育科研,2005(11):10-13
11.李芳.论教师职业认同对教师专业发展的意义[J].濮阳职业技术学院学报,2007,(2):99-100
12.周成海.导正教师认同:教师教育的重要使命[J].中国教育学刊,2007(11):68-73
13.曲正伟.教师的“身份”与“身份认同”[J]教育发展研究,2007(4):34-38.
14.张军凤.教师的专业身份认同[J].教师发展研究,2007(4):39-46
15.郄海霞.教师自我认同心理探析[J].湖南教育,2003(14):18-20
16.于慧慧.中学青年教师职业认同现状研究[D].湖南师范大学硕士论文,2006
17.陈同军.小学男教师职业认同调查与分析[D].华东师范大学硕士论文,2006
18.王静.兰州市幼儿教师职业认同与专业发展研究[D].西北师范大学硕士论文,2007
19.张娜.郑州市中等职业学校专业课教师职业认同研究[D].西南大学硕士论文,2009
20.翟艳.幼儿教师专业认同对教师专业发展影响的个案研究[D].西南师范大学硕士论文,2005
21.和励之.农村中学青年教师职业认同影响因素研究[D].华中师范大学硕士论文,2009
22 .马飞力.对高校外语教师自我认同的个案研究[J].新余高专学报,2005,10(3):119-1221
23.魏淑华.教师职业认同研究[D].西南大学博士论文,2008
24.沈之菲.新课程背景下上海市中小学教师职业角色认同的研究[D].华东师范大学硕士论文,2004
25.钱红.浙江省中小学教师对新课程改革认同感的研究[D].浙江师范大学,2006
26.秦浦红.中学教师入职阶段角色认同的研究[D].南京师范大学硕士论文,2005
27 .朱斌谊,邹朝华.关于英语教师职业认同的调查研究[J].燕山大学学报,2007(8):258-259
28 .黄艳,刘中凯.中学体育教师职业认同感的调查研究[J].浙江体育科学,2009(4):116-119
29.程薇,王在勇,王瑶.高等师范教育专业学生的中小学教师职业认同现状调查[J].教师教育研究,2008(5):45-48
30 .马雷.高校教师的职业认同感与队伍稳定[J].华东冶金学院学报,2000,2(4):116-118
31 .魏昕.当前教育发展对高校教师职业认同感的挑战[J].理论观察,2006(5):104-105
32.蒋晓虹.教师职业认同的内涵与策略分析[J].全球教育展望,2009,2(38):70-12
33.袁苑,周兴国.高校部分教师自我认同危机的产生及消解[J]:安徽工业大学学报,2008,25(5):165-167
34.徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D].湖南师范大学硕士论文,2006
35.薄艳玲.高师生教师职业认同研究[D].广西师范大学硕士论文,2008
36.严玉梅.高校教师职业认同、工作满意度与离职意向的关系研究[D].湖南师范大学,2008
37.王玉.上海市成人高校教师职业认同研究[D].华东师范大学,2009
38.刘富喜.教师职业认同的指向和态势[J].当代教育论坛,2007(9):64-65
39.Alan E. Kazdin. Encyclopedia of psychology. Oxford University Press,2000
40.Kelchtermans & R. Vandenberghe. Teachers’professional development: a biographical perspective. Journal of Curriculum Studies,1994,26(1)
41.Fred A. J. Korthagen. In search of the essence of a good teacher: towards a more holistic approach in teacher education [J]. Teaching and Teacher Education,2004(20):77-97
42.Bullough, R.V. Practicing theory and theorizing practice in teacher education [A]. J. Loughran & T. Russell(Eds.)Purpose,Passion and Pedagogy in Teacher Education [C]. London: Falmer Press, 1997:21
43.Douwe Beijaard, Paulien C. Meijer, Nico Verloop. Reconsidering research on teachers’professional identity[J]. Teaching and Teacher Education,2004:107-128
44 . Sugrure, C. Student teachers’lay theories and teaching identities: Their implications for professional development [J]. European Journal of Teacher Education,1997,20(3):213-225
45.Goodson, I. F. & Cole, A. Exploring the teacher’s professional knowledge: Constructing identity and community [J].Teacher Education Quarterly,1994,21(1):85-105
46.Coldron, John & Smith, Robin. Active location in teachers’construction of their professional identities[J]. Journal of Curriculum Studies,1999,31(6):711-726
47.Moore,M., & Hofman, J. E. Professional identity in institutions of higher learning in Israel[J]. Higher Education, 1988,17(1):69-79
48.Gaziel, H. H. Sabbatical leave, job burnout and turnover intentions among teachers [J]. International Journal of Lifelong Education, 1995,14(4):331-338
49.Nixon, J. Professional identity and the restructuring of higher education[J]. Studies in Higher Education,1996, 21 (1):5-16
50.Paechter, C., & Head, J. Gender, identity, status and the body: Life in a marginal subject[J].Gender and Education, 1996,8(1):21-29
51.Connelly, F. M., & Clandinin, D. J. Shaping a professional identity: Stories of education practice. London, ON: Althouse Press,1999
52.Phelan,A. M. A knot to unfurl(A book review of‘Shaping a professional identity: Stories of education practice’by M. F. Connelly & D. J. Clandinin,1999, London, ON: Althouse Press). Alberta Journal of Educational Research,2000 (46):288-290
53.Brickson, S. D. The impact of identity orientation on individual and organizational outcomes in demographically diverse settings[J]. Academy of management review,2000,25(1):82-101.转引自沙莲香.社会心理学[M].北京:中国人民大学出版社, 2006:106-107
54.Newman, Charlene S. Seeds of professional development in pre-service teachers: A study of their dreams and goals. International Journal of Educational Research, 2000, 33(2):123-217
1 C.鲁卡斯.大学与学习社会的挑战[A].21世纪的大学——北京大学百年校庆召开的高等教育论坛论文集[C].北京:北京大学出版社,1999
2申卫革.高校教师职业声望浮沉考[J].高等工程教育研究,2006(3):55-58
1 Fred A. J. Korthagen. In search of the essence of a good teacher: towards a more holistic approach in teacher education [J]. Teaching and Teacher Education,2004(20):77-97
2 Bullough, R.V. Practicing theory and theorizing practice in teacher education [A]. J. Loughran & T. Russell(Eds.) Purpose,Passion and Pedagogy in Teacher Education [C]. London: Falmer Press, 1997:21
1费惠宇.社会心理学词典[M].河北:河北人民出版社,1988
2 Alan E. Kazdin. Encyclopedia of psychology. Oxford University Press,2000
3埃里克森著.孙名之译.青少年与危机[M].浙江:浙江教育出版社,1998:4
4宋广文.魏淑华.影响教师职业认同的相关因素分析[J].心理发展与教育,2006(1)
5 [美]乔纳森.H.特纳著,邱泽奇等译.社会学理论的结构(第7版)[M].北京:华夏出版社,2006:361-370
1 G. Kelchtermans & R. Vandenberghe. Teachers’professional development: a biographical perspective. Journal of Curriculum Studies,1994,26(1)
2魏淑华.教师职业认同与教师专业发展[D].曲阜师范大学硕士论文,2005.4
1 Douwe Beijaard, Paulien C. Meijer, Nico Verloop. Reconsidering research on teachers’professional identity[J]. Teaching and Teacher Education,2004:107-128
2 Sugrure, C. Student teachers’lay theories and teaching identities: Their implications for professional development [J]. European Journal of Teacher Education,1997,20(3):213-225
3 Goodson, I. F. & Cole, A. Exploring the teacher’s professional knowledge: Constructing identity and community [J].Teacher Education Quarterly,1994,21(1):85-105
4 Coldron, John & Smith, Robin. Active location in teachers’construction of their professional identities[J]. Journal of Curriculum Studies,1999,31(6):711-726
1 Moore,M., & Hofman, J. E. Professional identity in institutions of higher learning in Israel[J]. Higher Education, 1988,17(1):69-79
2 Gaziel, H. H. Sabbatical leave, job burnout and turnover intentions among teachers [J]. International Journal of Lifelong Education, 1995,14(4):331-338
3 Nixon, J. Professional identity and the restructuring of higher education[J]. Studies in Higher Education,1996, 21 (1):5-16
4 Paechter, C., & Head, J. Gender, identity, status and the body: Life in a marginal subject[J].Gender and Education, 1996,8(1):21-29
5刘义国,林天伦.教师教育叙事与身份认同:关联及有效性前提[J]:53-54
6 Connelly, F. M., & Clandinin, D. J. Shaping a professional identity: Stories of education practice. London, ON: Althouse Press,1999
1 Phelan,A. M. A knot to unfurl(A book review of‘Shaping a professional identity: Stories of education practice’by M. F. Connelly & D. J. Clandinin,1999, London, ON: Althouse Press). Alberta Journal of Educational Research,2000 (46):288-290
2 Brickson, S. D. The impact of identity orientation on individual and organizational outcomes in demographically diverse settings[J]. Academy of management review,2000,25(1):82-101.转引自沙莲香.社会心理学[M].北京:中国人民大学出版社,2006:106-107
1沈之菲.近十年西方教师认同问题研究及启示[J].上海教育科研,2005(11):10-13
2李芳.论教师职业认同对教师专业发展的意义[J].濮阳职业技术学院学报,2007,(2):99-100
3周成海.导正教师认同:教师教育的重要使命[J].中国教育学刊,2007(11):68-73
4曲正伟.教师的“身份”与“身份认同”[J]教育发展研究,2007(4):34-38.
5张军凤.教师的专业身份认同[J].教师发展研究,2007(4):39-46
6郄海霞.教师自我认同心理探析[J].湖南教育,2003(14):18-20
1魏淑华.教师职业认同与教师专业发展[D].曲阜师范大学硕士论文,2005
2于慧慧.中学青年教师职业认同现状研究[D].湖南师范大学硕士论文,2006
3陈同军.小学男教师职业认同调查与分析[D].华东师范大学硕士论文,2006
4王静.兰州市幼儿教师职业认同与专业发展研究[D].西北师范大学硕士论文,2007
5张娜.郑州市中等职业学校专业课教师职业认同研究[D].西南大学硕士论文,2009
6翟艳.幼儿教师专业认同对教师专业发展影响的个案研究[D].西南师范大学硕士论文,2005
7和励之.农村中学青年教师职业认同影响因素研究[D].华中师范大学硕士论文,2009
8马飞力.对高校外语教师自我认同的个案研究[J].新余高专学报,2005,10(3):119-122
9魏淑华.教师职业认同研究[D].西南大学博士论文,2008
1沈之菲.新课程背景下上海市中小学教师职业角色认同的研究[D].华东师范大学硕士论文,2004
2钱红.浙江省中小学教师对新课程改革认同感的研究[D].浙江师范大学,2006
3秦浦红.中学教师入职阶段角色认同的研究[D].南京师范大学硕士论文,2005
4朱斌谊,邹朝华.关于英语教师职业认同的调查研究[J].燕山大学学报,2007(8):258-259
5黄艳,刘中凯.中学体育教师职业认同感的调查研究[J].浙江体育科学,2009(4):116-119
6程薇,王在勇,王瑶.高等师范教育专业学生的中小学教师职业认同现状调查[J].教师教育研究,2008(5):45-48
7马雷.高校教师的职业认同感与队伍稳定[J].华东冶金学院学报,2000,2(4):116-118
8魏昕.当前教育发展对高校教师职业认同感的挑战[J].理论观察,2006(5):104-105
9蒋晓虹.教师职业认同的内涵与策略分析[J].全球教育展望,2009,2(38):70-12
1袁苑,周兴国.高校部分教师自我认同危机的产生及消解[J]:安徽工业大学学报,2008,25(5):165-167
2徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D].湖南师范大学硕士论文,2006
3薄艳玲.高师生教师职业认同研究[D].广西师范大学硕士论文,2008
4严玉梅.高校教师职业认同、工作满意度与离职意向的关系研究[D].湖南师范大学,2008
5王玉.上海市成人高校教师职业认同研究[D].华东师范大学,2009
1蒋晓红.教师职业认同的内涵与策略分析[J].全球教育展望,2009(2):70-72
2刘富喜.教师职业认同的指向和态势[J].当代教育论坛,2007(9):64-65
1马雷.高校教师的职业认同感与队伍稳定[J].华东冶金学院学报,2000,2 (4):116-118
1陈帆,郑勇.高校初任教师专业发展的思考[J]:教师学术学刊,2008(8):71-72
1蒋晓红.教师职业认同的内涵与策略分析[J].全球教育展望,2009(2):70-72
1陈帆,郑勇.高校初任教师专业发展的思考[J]:教师学术学刊,2008(8):71-72
1张敏.国外教师职业认同与专业发展研究述评[J].比较教育研究,2006(2):77-81