信与不信:幼儿园青年教师身份建构困境的个案研究——基于拟剧理论的视角

To Believe or Not to Believe:A Case Study of the Dilemma of the Identity Construction of Young Kindergarten Teachers Based on the Perspective of Parody Theory

幼儿园教师的身份认同过程彰显了个体如何发挥主动性,与外部情景相互调适以完成身份建构的历程。通过对某公办幼儿园的一名青年教师的描述性个案研究,以戈夫曼拟剧理论作为分析框架,展示教师如何在与内外部的互动中不断选择、协商和建构自己身份的过程。研究发现,教师在与社会互动过程中经历了“虔信者”“玩世不恭者”“来回往返的旅行者”的身份确认过程。幼儿园教师的常规化“前台”会造成教师身份冲突,“向上流动”的评优机制虽能激发教师参与竞赛的热情,但却造成了教师身份异化,也使教师面临着“诚实表演”所带来的身份认同的危机感。

The process of identity recognition for kindergarten teachers demonstrates how individuals can exert their initiative and adapt to external situations to complete the process of identity construction.Through a descriptive case study of a young teacher in a public kindergarten,Goffman′s parody theory has been used as an analytical framework to demonstrate how the teachers continuously choose,negotiate,and construct their own identity through the interaction with both internal and external factors.The study finds that in the process of the interaction with society,the teachers have experienced the identity confirmation of "believer" "cynic" "back-and-forth traveler".The routine "front desk" of kindergarten teachers can cause conflicts in their identity.Although the upward flowing evaluation mechanism can stimulate teachers′ enthusiasm for participating in competitions,it has led to the alienation of their identity and made them face a sense of crisis in their identity recognition brought about by the "honest performance".