将理想照进现实:青年教师专业身份的多维理解与重构——一位中学化学教师的个案研究

Putting the Dreams into Practice:Multi-dimensional Understanding and Reconstruction of Young Teachers Professional Identity:A Case Study of a Middle School Chemistry Teacher

教师专业身份认同是教师专业成长的核心,是实现教师专业发展的内部保证。运用民族志的方法论,结合教师专业身份理论,对教师专业身份的理解和重构等问题进行分析和阐释。研究发现,青年教师身处教育行动场,对专业身份的理解和建构既受到教育惯习的影响,又凸显了时代赋予的能动性。一方面,教育惯习影响着青年教师身份的建构,作为考试学科的教师,需要做到精通教材、熟练讲授、熟悉考题、帮助学生有针对性备考等,如此才能使学生考出好成绩,让自己“站稳讲台”;另一方面,随着科技进步,信息技术的应用由虚拟网络空间向现实实体空间转移,这为教师提供了更广阔的交流空间和发声、对话通道,青年教师在广泛互动和自我呈现中进行着专业身份的多维理解与重构。

Teachers professional identity is the core and the internal guarantee of teachers professional development.The research uses the methodology of ethnography and the theory of teachers professional identity to study and explain the understanding and reconstruction of a young middle school chemistry teacher s professional identity.The research suggeststhat young teachers are in the field of educational action,and their understanding and construction of professional identity are constrained by educational habits,which also highlights the initiative given by the times.On the one hand,educational habits affect the construction of young teachers identity.As teachers of examination subjects,they need to be proficient in teaching materials teaching skills and test questions,and make targeted preparation for the test,so that students can get good scores in the test,which helps teachers themselves“stand firmly on the platform”.On the other hand,with the development of information technology and the transition from virtual cyberspace to realphysical space,teachers are provided with a broader space for communication and a channel for voice and dialogue.Young teachers achieve a multi-dimensional understanding and reconstruction of their professional identity in extensive interaction and self-presentation.