教师自我认同建构研究进展探析与展望

Review and Prospect:The Research Progress of Teachers'Self-identity Construction

教师自我认同建构是影响师资队伍建设,教育实现高质量发展的重要因素。近年来,国内外相关学者基于多种取向,对教师自我认同进行了本体论探讨。学者基于不同的理论视角,关注特定教师群体,对教师自我认同建构过程、特征以及呈现样态进行了认识论的探究。学界对教师自我认同建构危机的本质、成因、威胁以及调试策略进行了价值论探寻,并对相关研究问题采用多元方法论进行了探查。已有研究成果虽丰硕,但还存在亟待突破的空间。在研究问题聚焦上,需要关注乡村青年教师群体并深度挖掘教师自我认同建构机制;在研究视角选取上,需要基于本土文化情境生成教师自我认同建构可解释性理论;在研究方法应用上,需要遵循自我认同建构机理采取田野追踪、叙事研究的方式;在自我认同危机解决策略上,需要从“主我”和“客我”融合性视角进行改进。

The construction of teacher self-identity is an important factor for the construction of the teaching staff and the achievement of high-quality development in education.In recent years,based on various orienta-tions,scholars at home and abroad have conducted ontological discussions on the mechanism of teacher self-iden-tity.From different theoretical perspectives,scholars pay attention to specific groups of teachers,and conduct epistemology research on the process,characteristics and presence patterns of the construction of teachers'self-identity.The academic community has explored the essence,causes,threats and debugging strategies of the crisis of teachers'self-identity construction from the perspective of axiology,and explored the relevant research issues with multiple methodologies.Although the existing research results are fruitful,there is still room for urgent breakthroughs.In terms of research focus,it is necessary to pay attention to the group of rural young teachers and deeply explore the mechanism of teacher self-identity construction;in terms of selecting research perspectives,it is necessary to generate teacher self-identity and construct interpretability theories based on local cultural con-texts;in terms of research methods,it is necessary to follow the mechanism of self-identity construction and adopt the methods of field tracking and narrative research;in terms of self-identity crisis resolution strategies,it is necessary to improve from the integrative perspective of"I"and"me".