教师教育者身份认同的困境与出路——基于2000—2017年SSCI核心文献的分析

The Dilemma and Prospect of Teacher Educators' Identity——Based on an Analysis of the Published SSCI Papers from 2000 to 2017

研究运用系统性文献综述法,对SSCI数据库中收录的2000-2017年教师教育者身份认同研究的分布特征,发展趋势进行梳理和分析,聚焦教师教育者专业身份认同的困境、影响因素和建构路径。研究发现:工作环境与机构文化的变化,教学与科研压力,专业实践能力不足引发教师教育内心紧张、焦虑、孤独、无助等多种消极情绪,这些消极情绪体验和较低的职业效能感导致教师教育者难以认同并建构"研究者"和"教师的教师"的专业身份。自我研究、叙事探究和学习共同体协助下的反思性教学实践能有效支持教师教育者建构新的专业身份,提高专业能力。

This paper employs the literature review methodology to organize and analyze papers＇ distribution features and publishing trend in the field of teachers educators＇ identity from 2000 to 2017 collected in SSCI database with a focus on the existing problems,impact factors and future development.Result shows that the change of working environment and institution culture,pressure generated by teaching and academic research and insufficient capability of professional practice would lead to negative emotions like nervousness,anxiety,loneliness and hopelessness. These negative emotions,plus undesirable professional efficiency result in difficulties for teachers to build the professional identity of＂researcher＂and ＂educator＂. While reflective teaching practice featured by self-research,narrative research and collaboration learning could support teachers to build professional identity and enhance their professional ability.