【摘要】：我們總是在努力變成某種人,我們每個(gè)人也都?jí)粝胫蔀槟愁惾?這影響著我們生活的方方面面：我們尋找什么樣的工作,我們定居在什么地方,我們和誰交往,甚至影響著我們未來的夢(mèng)想。但是,要知道我們想要什么和我們夢(mèng)想成為什么樣的人,首先得知道“我們是誰”,我們目前的處境。換句話說,那就是我們的身份,它幫助我們?cè)O(shè)定目標(biāo),并規(guī)劃我們未來的發(fā)展路徑。如果我們沒有理解我們的身份,我們是無法實(shí)現(xiàn)我們所希望的,因?yàn)槲覀儾磺宄覀儜?yīng)走向何方。對(duì)教師而言,大量的教師教育研究文獻(xiàn)都強(qiáng)調(diào)專業(yè)身份建構(gòu)在教師專業(yè)發(fā)展中的重要性,因?yàn)?教師在學(xué)校和在專業(yè)共同體中的交往,身份建構(gòu)會(huì)伴隨教師整個(gè)職業(yè)生涯,并且,教師專業(yè)身份是分析教師教學(xué)的框架或棱鏡,是教師專業(yè)生活的一個(gè)組織因素,甚至也可以用來解釋、證明和理解與他者和世界關(guān)聯(lián)中的自己。通過對(duì)現(xiàn)有文獻(xiàn)的分析發(fā)現(xiàn),探索教師專業(yè)身份的方式多種多樣。因此要完全理解教師專業(yè)身份的內(nèi)涵及其研究方法是一個(gè)巨大的挑戰(zhàn)。綜合而言,教師專業(yè)身份是教師對(duì)自己身為教師所具有的意義的整體看法。所以,當(dāng)教師僅為一種職業(yè)選擇,但是,成為一位專業(yè)的教師,則是在每一天的教學(xué)生活中形塑和建構(gòu)的。師范生對(duì)身為專業(yè)教師的看法,往往決定了明日教師的樣貌與意象�！拔沂钦l”和“我想成為怎樣的教師”等問題早已引起教師的重視,但是,直到近年來才引起研究者的關(guān)注。盡管研究時(shí)間較短,不少研究者則強(qiáng)調(diào)了教師教育在職前教師專業(yè)身份形成中的作用,也有研究者發(fā)現(xiàn)實(shí)習(xí)是職前教師專業(yè)身份轉(zhuǎn)變的關(guān)鍵階段,并且,實(shí)習(xí)支教教師面臨著在教育實(shí)踐場(chǎng)域互動(dòng)中的沖突與困惑,對(duì)原有的知識(shí)和理念帶來巨大挑戰(zhàn),從而,有對(duì)未來教師生涯的承諾或不確定,也有徘徊在理想和現(xiàn)實(shí)之間的拉距,更何況,當(dāng)前實(shí)習(xí)支教生是如何建構(gòu)和發(fā)展教師專業(yè)身份的,卻一直缺乏相關(guān)實(shí)證研究。因此,這些內(nèi)心深層的經(jīng)歷及經(jīng)驗(yàn)值得探究。于是,本研究的目的在于了解實(shí)習(xí)支教生建構(gòu)教師專業(yè)身份的過程,從而勾勒專業(yè)身份建構(gòu)的形貌及其影響因素,希冀透過研究發(fā)現(xiàn)的討論,進(jìn)一步思考如何建構(gòu)實(shí)習(xí)支教教師專業(yè)身份的可能途徑。本研究經(jīng)由五位實(shí)習(xí)支教生的同意得以進(jìn)行敘事探究,以訪談作為主要搜集資料的方法,并輔以觀察、反思日記分析等策略,進(jìn)而整理與分析,前后達(dá)九個(gè)月的時(shí)間。深入訪談,聆聽他們敘說成為教師的過程以及在實(shí)習(xí)支教場(chǎng)域的故事,從故事中了解他們專業(yè)身份的內(nèi)涵,探討其影響因素,分析其教師專業(yè)身份建構(gòu)的過程及特征。依據(jù)五位實(shí)習(xí)支教生的敘說,可以將其教師專業(yè)身份建構(gòu)歷程粗略分為：(1)入學(xué)動(dòng)機(jī)；(2)前身份；(3)踏上教師之路；(4)教學(xué)實(shí)踐；(5)未來展望。可見,他們的敘說充滿豐富了“找尋”與“轉(zhuǎn)化”、對(duì)話與協(xié)商的內(nèi)涵,分析他們的敘說可以理解影響其建構(gòu)教師專業(yè)身份的個(gè)人因素和社會(huì)因素,揭示出五位實(shí)習(xí)支教教師“前構(gòu)—形構(gòu)—再構(gòu)”的建構(gòu)過程,這個(gè)建構(gòu)過程也呈現(xiàn)出階段性、能動(dòng)性、動(dòng)態(tài)性、差異性特征�；诖�,不難發(fā)現(xiàn),實(shí)習(xí)支教生教師專業(yè)身份建構(gòu)與其過去經(jīng)驗(yàn)以及個(gè)體身處的情境有密切關(guān)系。由于教師專業(yè)身份建構(gòu)是一個(gè)個(gè)體內(nèi)在自我與外在世界的對(duì)話,藉著敘說回溯經(jīng)驗(yàn)?zāi)芴岣邔?shí)習(xí)支教生對(duì)其教師專業(yè)身份建構(gòu)過程的察覺,促進(jìn)專業(yè)成長(zhǎng)。因此,本研究的研究過程也有利于實(shí)習(xí)支教生建構(gòu)教師專業(yè)身份,實(shí)習(xí)支教也在他們建構(gòu)教師專業(yè)身份過程中起著至關(guān)重要的作用。最后,本論文針對(duì)高師院校、師范生、中小學(xué)和教育行政部門提出了一些建議。
[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.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：G451

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