成为教师教育者——基于大学教师教育者身份建构的质性研究

Becoming a Teacher Educator:A Qualitative Research Based on the Construction of University Teacher Educators' Identity

教师教育者的身份建构不仅是成为教师教育者的重要途径,也是推动教师教育者专业发展的要素之一。大学教师、研究者、教师的教师是教师教育者的三个亚身份;大学教师属于机构身份,是教师教育者优先建构的身份,研究者与教师的教师属于话语身份,即个体与教师教育以及教师教育中的对话关系中形成的。此外,教师教育者的自然身份和教师教育情境,特别是职称考核在一定程度上可能会导致他们难以平衡不同的亚身份,构成身份认同的危机。教师教育者需要共同体以建构"附属身份"从而获得专业发展的支持。

The construction of teacher educator’s identity is not only a crucial way to become a teacher educator,but also one of the elements to promote the professional development of teacher educators.According to Gee’s identity construction theory,this research examined the construction of12Chinese university teacher educators’identity using qualitative research method.The research collected data mainly using interviews and the authors conducted text analysis using Nvivo12.0.The findings of this study show that the“university teacher”,“researcher”and“teachers’of teachers”are the three sub-identities related to teacher educator;“university teacher”is the institutional identity,an identity constructed with priority by teacher educators;and“researcher”and“teachers’of teachers”are discourse identity,which are formed in the dialogue of teacher education practice.Besides,teacher educators’natural identity and teachers’teaching contexts,especially the ranking system in higher educational institutions may lead to their difficulty in balancing the sub-identities and thus cause the identity crisis.The study also indicates that teacher educators need a community to construct the identity of the“affinity-group”and thus to obtain the support for professional development.