学术型教师教育者的身份建构

The Identity of Academic Teacher Educators to Construct

学术型教师教育者是指在取得最高学历后直接进入高等院校从事教师培养以及开展教师教育研究工作的教师,他们往往缺乏学科背景或基础教育工作的直接经验,却要承担起具有很强学科性与实践性的教师教育工作。我国学术型教师教育者在专业身份建构中面临着专业合法性危机、迟缓而漫长的建构过程、缺乏建构的外部动力等挑战。结合国内外已有的相关研究,提出我国学术型教师教育者建构专业身份的三条路径:一是走进、理解并积极影响中小学校和幼儿园实践;二是践行基于实践与反思的进阶式终身学习;三是建立专业共同体,创造向他人学习和与他人共同学习的机会。

Academic teacher educators refer to the ones who go on to prepare teachers and do researches on teacher education right after they graduate from their highest-degree education.They usually lack the preparation in subject areas or K-12 teaching experiences,but their work is highly subject-specific and practice-oriented.Chinese academic teacher educators face a variety of challenges in constructing professional identity,including facing the crisis of justifying their professional legitimacy of being a teacher educator,experiencing a slow and long process of identity construction,and receiving limited external force/support to construct a professional identity of teacher educator.Based on our synthesis of the existent studies in China and other countries,we suggest three strategies that would be helpful to Chinese academic teacher educators'construction of their professional identity.These include:1)engaging with,understanding and positively influencing the practice of K-12 school teachers;2)enacting reflective,progressive,and lifelong learning in practice;3)learning from and with others in professional communities.