课程改革背景下教师专业身份的理解与建构——基于师生互动的视角

Understanding and Construction of Teacher Professional Identity under the Background of Curriculum Reform——From the Perspective of Teacher-student Interaction

教师专业身份认同及其认同危机已成为当前教育改革中亟需关注的问题,它直接影响着教师自身的专业生存方式和生存状态。透过师生互动的视角,对教师专业身份的研究可以从社会文化和社会心理两个层面来进行。其中,认同作为脉络化、认同作为关系化、认同作为情绪化和认同作为故事化等四维是理解教师专业身份本质的基本假设,阐释了身份形成的实然过程。在课程改革的复杂背景下,教师要主动建构自身的专业身份,这就意味着教师要对形成自身身份的外在规范性力量保持"知觉",根据自身深层次的信念、投入和愿望为自己的身份赋权。

Teacher professional identity and identity crisis has become an urgent problem in the current education reform,which directly affects the professional survival mode and the living condition of teachers. From the perspective of teacherstudent interaction,the study of the professional identity of teachers can be carried out from two aspects of social culture and social psychology. Among them,identity as contextual,identity as relational,identity as emotional and identity as storied are the four basic assumptions to understand the nature of teacher professional identity,and to interpret the actual process of identity development. Under the complex background of curriculum reform,teachers should take the initiative to construct their own professional identity,which means that teachers should maintain the ＂consciousness＂of the external normative power and should empower their own identity based on their own beliefs,devotion and desire.