积极心理学视域下师范生教师职业认同的提升策略研究

Research on the Promotion Strategies of Teachers’ Professional Identity in Normal University Students from the Perspective of Positive Psychology

教师在发自内心地认同教师职业,对教师职业有了乐观积极的态度时,才能充分地发挥自己的主观能动性,推动教师的专业发展。作为一线教师的后备军,师范生的职业认同感对其未来是否能够成为杰出教师至关重要。本文将梳理师范生教师职业认同的概念,从社会、学校、家庭以及个人四个不同角度对其影响因素进行分析。并基于积极心理学的视角提出提升师范生教师职业认同的对策,包括营造“家–校–社”三位一体的积极职业认同环境;建立积极的自我认知,激发职业发展的内生动力;培养积极的人格特质,树立自我发展意识。

Only when teachers recognize their profession from the heart and have an optimistic and positive attitude towards their profession, can they fully play their subjective initiative and promote their professional development. As the reserve army of front-line teachers, the professional identity of normal students is crucial to whether they can become outstanding teachers in the future. This paper will sort out the concept of teachers’ professional identity of normal students, and analyze its influencing factors from four different perspectives: society, school, family and individual. Based on the perspective of positive psychology, this paper puts forward some countermeasures to enhance the professional identity of normal students, including creating a positive professional identity environment of “home-school-community”;establishing positive self-cognition and stimulating endogenous motivation of career development;cultivating positive personality traits and establishing self-development awareness.