摘要
教师身份是以教学职业为核心,关于教师如何认识自身工作和在社会中所处地位的认识框架。教师的情感在其身份发展中扮演了重要角色。运用教育叙事探究的方法,笔者对三位在美任教中国教师的教学和生活经历进行了探究,并建构了三种情感对教师身份发展影响的叙事,分别是沮丧感、受压迫感以及恐惧感。沮丧感的产生在于公司化经营的学校将教师视为职业化的符号,使个人的人性与情感被忽略。而情感在教师自我反思和自我评价中扮演了重要角色。受压迫感是激发教师能动性的重要因素。当教师因为遭受不公正待遇而产生被压迫感时,他们开始审视个人与学校环境的关系,并据此作出改变,成为能动性主体。恐惧感直接来源于教师缺乏对于新文化环境的充分了解,它也同时关系到教师是否愿意承担教学主导的角色。本研究讨论了情感的能动作用,学校或教育机构对教师情感缺乏支持的问题,以及叙事如何作为教师建构身份的一个重要途径,以帮助教师检视自身的情感体验。
Teacher identity that concentrates on teaching profession is the framework of understanding how teachers recognize their profession and its social status.Teachers’ emotion plays an important role in developing teacher identity.Employing educational narrative inquiry,I explored three Chinese teachers teaching in the US on their working and living experiences,and constructed three forms of emotions which were sense of depression,sense of being oppressed,and sense of fear.The sense of depression rooted in the entrepreneur culture of school that treated teachers as a profession symbol,ignoring persons’ human nature and emotions.However,emotion was pivotal for teachers’ self-reflection and self-evaluation.The sense of being oppressed was an important factor in transforming teachers to be teacher agencies.When feeling being oppressed by the unjust situation,teachers began to examine the relationship between themselves and the school environment,and therefore made changes to teacher agency.The sense of fear came from teachers’ insufficient understanding on cultures of the new school environment,which affected how teacher were willing to lead teaching practices.The inquiry also discussed the influences of emotions,the lack of emotional supports on teachers from schools or educational institutes,and how narrative inquiry could be used to develop teacher identity.
作者
王青
汪琼
WANG Qing;WANG Qiong(Graduate School of Education,Peking University,Beijing,100871,China)
出处
《教师教育研究》
CSSCI
北大核心
2020年第1期95-102,共8页
Teacher Education Research
基金
中国博士后科学基金资助项目(2019M650372)。
关键词
教师情感
教师身份发展
教育叙事探究
职业身份
文化身份
teacher emotion
teacher identity development
educational narrative inquiry
professional identity
cultural identity