教师身份认同探源与理性认识

Investigation and Recognition of Teacher's Identity

教师身份认同的研究正日益凸显,本文从教师身份认同identity概念的源起及其译词的适切性谈起;教师身份认同是教师对"我是谁"这一问题的存在性逼问,主要基于社会自我和个体自我两个层面的分析,即社会自我的制度结构和文化渗透,个体自我的长期压抑和茫然无措;并指出教师身份认同的研究应秉持过程性、双向性和统一性的原则。

This research probes into the origin of identity and the fitness of its Chinese translation; teacher＇s identity mainly focus on the existence problem of ＂who am I＂ , which can be divided into social self-concept and individual self-concept; the investigation of teacher＇s identity should also consist on the principles of process, bidirectional function and unification.