职前教师的专业身份建构——对职前教师实习经历的实证研究

The Construction of Professional Identities of Pre-service Teachers:The empirical study on the experience of pre-service teachers' teaching practice

21世纪以来,教育研究领域的一个重要转变就是教师身份开始成为研究的重要议题和分析工具。本文从西方教师身份实证研究入手,提出当前教师教育面临的新挑战是促进职前教师的专业身份建构。文章以此为背景,对我国职前教师专业身份的主要构成及其建构过程进行了分析,进而通过实证研究探讨了我国当前教师教育课程改革的关键内容——"强化教育实践环节",即教育实习对职前教师专业身份发展的影响,并据此对当前我国教师教育的制度改革提出了建议。

By the beginning of the 21th Century teachers＂ professional identity has emerged as an important issue and an analytical framework in the field of educational research. According to the western literature on teacher identity, the new challenge of initial teacher education is how to facilitate the construction of pre-service teachers＂ professional identities. With this concern, the pre- service teachers＂ professional identity and its＂ construction were analyzed, and ＂enforcing the teaching practicum＂ as the new measure for initial teacher education reform and its＂ impact on pre-service teachers＂ professional identity construction were studied, finally the implications to initial teacher education reform were discussed in this paper.