身份认同视域下的教师道德发展

Teacher's moral development from perspective of identity

教师道德发展受到自身内在因素和外在社会环境两个方面的影响,身份认同是教师道德发展的内因,教师身份是教师道德发展的逻辑起点,身份认同与教师道德发展共生。身份认同的三个维度是自我认同、他者认同和群体认同。自我认同是教师道德发展的内在根源,他者认同展现了教师道德发展的生存图式,群体认同是教师道德发展在现实中的一种客观尺度。身份认同是教师道德发展的主体性实践,教师要在意义世界、现实世界和符号世界中进行自我、德性和归属的建构,在职场生活中通过价值观和职业观的塑造、教师角色和师生关系的确立以及教师自群体文化的形成,促进教师道德发展。

Teacher＇s moral development has been effected by itself internal and social external cause. Identity belongs to internal cause, and teacher＇s identity is the logical point of teacher moral development. Identity and teacher moral development are symbiotic. Identity has three dimensions which are self-identity, other-identity and group-identity. Self-identity is moral root of how it should grow; other-identity is moral aspect of how it should be practiced;group-Identity is moral dimension of how it should be accepted. Identity is the subjective practice of teacher＇s morality development, teacher should build up self and virtue and ownership in the three worlds which are significance, reality and symbolic world. Teach- er should develop their morality by maintaining correct value and professional outlook in the life of career, by acting as teacher＇s role and keeping teacher-student relation well, by forming teacher＇s group culture.