西方三种教师身份建构理论取向初探

Research on Three Western Theoretical Orientations of Teacher Identity Construction

与以往对教师教学知识与技能的关注有所不同,教师身份的研究起源于对教师内在世界的关注,逐渐成为学界讨论的焦点。本文通过对西方相关研究的梳理,归纳出三种教师身份建构的理论取向:社会化取向侧重探讨个体教师怎样归属于教师群体,凸显教师的共性特征;自我整合取向侧重探讨教师个体怎样进行自我的身份建构,进而凸显个体的差异性;学习取向则以一种全局观的视角,融合了教师身份建构对共时的社会要求的参照以及历时的自我期待的协商,使得教师既能体现出群体的共性,又可以彰显个体的独特性。

Different from the attentions paid to teachers＇ knowledge and skills,the research on teacher identity construction stems from the concern for teachers＇ inner world and gradually becomes the focus of academic discussions. There are three theoretical orientations of teacher identity construction in the western literature. Socialization orientation focuses on how individual teachers with the sameness character belong to the teacher group. Self-integration orientation has an interest in the process of how teachers construct their personal identities in order to show the otherness. And learning orientation is based on a holistic perspective which combines the reference of social requirements with the negotiation of individual expectations.It can both show the sameness and the otherness of teachers.