Primary and secondary school mental health teachers in professional identity of intervention programs

To explore the impact of teacher training on the professional identity of primary and secondary school mental health teachers, this study conducted a half-month professional development training program to 54 primary and secondary school mental health teachers, and performed measurement on the professional identity of the teachers in the experimental group and the control group with “Teachers’ Professional Identity Questionnaire”. The result shows that after the training there is a significant improvement in the professional identity of the teachers in the experimental group, and the teachers’ scores on the four dimensions of profession identity: the sense of role, the professional behavioral tendency, the occupational values, and the sense of belonging, all increased significantly. This indicates that the curriculum intervention for the primary and secondary school mental health teachers could effectively improve the teachers’ professional identity.

Study on Professional Identity of College EFL Teachers—A Survey in the City of Shanghai,China

As an important aspect of the inner world of teachers,the study of professional identity is attracting more and more attention from researchers at home and abroad.Through a questionnaire survey based on CETPII(College English Teachers’Professional Identity Inventory),the paper analyzes the college EFL teacher professional identity.The findings show that college EFL teachers in China have high professional identity,but the four factors constituting professional identity are scored differently.Occupational behavior tendency ranks the highest.Also,there are significant differences among teachers of different ages and teaching years.

Cultural Other-Orientation in Foreign Teachers＇ Constructing Professional Identity A Case Study in Tertiary Education in China

Teachers＇ professional identity has developed into a separate research field for the past two decades, which has attracted studies on the construction, traits, and methodology. That of foreign teachers in cross-cultural working conditions has aroused new research interests. A case study of foreign teachers in tertiary education in China has been done. An analysis is made in terms of the situation and characteristics of their constructing professional identiy on the basis of the case study

An Analysis of Teacher's Professional Development of Higher Vocational Education

Teachers are the backbones of any educational institutions. They not only play vital roles in students' development;they also directly affect the stature of their respective scholastic organizations. Highly qualified instructors produce competent and well-rounded students— learners who are more than ready to face the quirks and challenges of the labor force. This paper primarily discusses the following questions: What is teacher's professional development? What is higher vocational teacher's professional development? And how can scholastic institutions promote it? The conclusion states that the characteristics of higher vocational education directly influence the higher vocational teacher's professional development; therefore, it must be nurtured and promoted for the development of all the stakeholders of learning institutions – students, teachers, management staff,the learning institution itself, and the nation as a whole.

The Dynamism of Teachers＇ Identity： The Case of Iranian EFL Teachers

Recent conceptualizations of professional identity as an ongoing process of interpretation and re-interpretation of experiences demonstrate that it is dynamic and subject to an ongoing learning process. In effect, identity is essentially viewed as fluid, dynamic, recursive, and discursive process in which statements about actions are translated into statements about states, and vice versa. Having these standpoints in mind, the present paper aims at depicting the profile of English as a foreign language （EFL） teachers＇ professional identity. The second purpose of this study is to examine the relationships among the components of teachers＇ professional identity as measured by Kao and Lin＇s （2015） model comprising six latent factors of teachers＇ professional identity： self-expectation （SE）, teachers＇ duties （TD）, external influential factors （EF）, pedagogy （PE）, instructional skills and knowledge （SK）, and teachers＇ citizenship behavior （CB）. This study also sought to scrutinize the dynamics of teachers＇ identity in accordance with their teaching experience, gender, and educational level. For these purposes, 110 EFL teachers were chosen from different language institutes in Mashhad, a city in northeastern Iran. The results indicated that SE received the highest value and EF obtained the lowest mean score in our sample. The highest correlation was observed between SK and PE, followed by the relationship between TD and PE. The results indicated that there were significant correlations between teachers＇ teaching experience and all the teachers＇ identity components. It was also found that there were statistically significant differences between male and females in four components of identity as follows： TD, PE, SK, and CB. The results showed that there were variations in teacher identity with regards to their educational level.

从协同到求异:指向教师专业发展的U-S合作优化研究

U-S合作是教师专业发展的重要举措。审视U-S合作的历程可知,U-S合作致力于多方位促进教师专业发展,协同逐渐成为U-S合作促进教师专业发展的底层逻辑。随着合作的持续推进,这一底层逻辑在促进教师专业发展方面所潜在的矛盾也逐渐暴露出来。一方面,大学与中小学的文化差异阻碍了协同的深度发生;另一方面,为了实现大学与中小学的协同,双方不得不做出诸多的妥协,在妥协的语境下,中小学教师往往面临着主体性丧失的风险。与之相对,在求异这一核心理念的引领下,跨界学习旗帜鲜明地提出了“差异即资源”的主张,并通过互动场域的营造和互动系统的建构,为“差异即资源”提供了现实可能,也为优化U-S合作提供了新的思路。

Changes and Characteristics of EFL Teachers' Professional Identity:The Cases of Nine University Teachers

Teacher identity has emerged as a central topic in educational research since 1990s. Professional identity among university EFL teachers is however understudied, especially those were engaged in in-service PhD study. Drawing on the interviews with nine EFL teachers in a Chinese university, this qualitative case research explored the changes of their professional identity with in-service PhD study experience. Positive changes were reported by all nine teachers, although with varied loci. Consistent with prior studies, the nine teachers demonstrated multi-leveled, achievement-oriented and discipline-focused professional identities. This research highlights the powerful influence of policy upon their identity changes. Their professional identities are shaped and reshaped in the process of negotiating and balancing between personal beliefs and rules at different levels. Teachers with non-English PhD academic background displayed conflicting professional identity, with institutional pressure being the important sources of their struggle and dilemma.

基于PDSA循环的教师课例研修模式及应用实证

PDSA(计划—执行—审视—改进)循环是一种质量管理行动框架,因其能有效地发现并解决问题,逐渐在教育领域获得不断实践和发展。为解决当前课例研修运行模式和活动设计的规范性和实效性不足等问题,在PDSA循环的指导下,重构了教师课例研修模式,开展了两轮PDSA课例研修活动,并使用准实验研究和课堂观察相结合的方法验证了基于PDSA循环的教师课例研修模式的应用效果。研究结果表明,基于PDSA循环的教师课例研修既提高了学生学习兴趣和满意度,也提升了教师信息化教学能力。

基于PLS-SEM的西藏中小学音乐教师职业认同与工作投入的关系研究

为探究西藏中小学音乐教师职业发展情况,研究运用PLS-SEM方法分析西藏地区109名中小学音乐教师职业认同、自我效能感和工作投入间的关系,并对其影响机制展开研究。结果发现:西藏中小学音乐教师职业认同和自我效能感均正向影响工作投入;职业认同正向影响自我效能感;自我效能感在职业认同和工作投入之间起部分中介作用;是否师范专业毕业与生育情况起到调节自我效能感在职业认同和工作投入关系间的中介效应作用。

Chinese Teachers’Professional Identity and Beliefs about the Teacher-Student Relationships in an Intercultural Context

This paper presents a qualitative study of immigrant Chinese teachers’professional identity and beliefs about the teacher-student relationship in an intercultural context.Theoretically,this study takes its departure from a sociocultural perspective on understanding professional identity.The empirical analysis in the study drew mainly upon ethnographic interviews with a group of Chinese language teachers in Denmark concerning their life experiences,perceptions,and beliefs.The results of this study suggest that teachers’beliefs about their roles as teachers and about student-teacher relationships are shaped by both their prior experiences and backgrounds and the current social and cultural contexts in which they are situated.Changes of context(e.g.,from China to Denmark)often lead to a transformation of their professional identity and beliefs.Being a teacher in an intercultural context often exposes them to the confrontation of diverse challenges and dilemmas.On one hand,teachers in this study generally experienced a transformation from being a moral role model,subject expert,authority and parental role to being a learning facilitator and culture worker.On the other hand,they developed diverse individualized coping strategies to handle student-teacher interactions and other aspects of teachers’professional identity.

公安院校ESP教师专业发展身份认同刍论

公安院校ESP教师专业发展身份认同是一个需要长期关注的问题。公安院校通过提供必要的教学资源支持、优化教师的培训和职业发展、加强与教师的沟通和交流、建立教师评价和激励机制等措施,可以促进ESP教师的专业发展和身份认同,提高ESP教育的质量和效果。文章分析公安院校ESP教师专业发展身份认同的研究背景和意义、相关概念影响因素,并对其培养策略进行探讨,希望能够提高广大群众对教师的认可。

A study on pertinent influencing factors on teachers’professional identity

In order to evaluate the present state of teachers’professional identity(TPI),177 teachers in primary and secondary schools in Zibo of Shandong Province of China were surveyed by a questionnaire designed by the authors.The results reveals:(1)high professional identity for the overall level of teachers;(2)significant difference in genders and titles of professional positions;(3)significant difference between primary and secondary school teachers;(4)significant difference in professional motivations and satisfaction degrees of salaries among teachers.

Primary School Teachers’ Perceptions About Refugee Children Inclusion in Greek Schools: Are Teachers Prepared?

This research is mainly exploring primary school teachers’ perceptions about refugee children inclusion in Greek schools. More specifically it focuses on how teachers construct their discourse while talking about refugee students and their intercultural competencies as agents of inclusion and social justice in the context of Inclusive Pedagogy. This paper focuses on two research aspects: teachers’ discursive construction about refugee children, their inclusion in Greek educational system and the intercultural communicative competencies that teachers have acquired through their professional development. Teachers blame the government for not being prepared and for its incapacity to educate and train teachers. Therefore, they feel insecure to deal with the new educational multicultural environment and include refugee children in their classrooms, while they discuss the need to give refugee children equal educational opportunities. Twenty-five interviews were conducted and have been interpreted using Critical Discourse Analysis as used by Νorman Fairclough, Robert Hodge, and Gunther Kress.

The Discontinuity of Kindergarten Teachers＇ Growth——Analysis Based on Bollnow＇ s Thoughts of ＂Discontinuous Education＂

The discontinuous educational thoughts of Bollnow have provided a new perspective for our exploring the growth of Kindergarten teachers and We can rethink the drawbacks of linear development and static thinking with it. Kindergarten teachers＇ growth is the unity of continuity and discontinuity. ＂Crisis＂, ＂encounter＂, ＂awaking＂ and ＂exhortation＂ all can break off the continuity of professional growth of kindergarten teachers, put kindergarten teachers＇ growth into the stage of discontinuity, promote the kindergarten teachers to make a positive self adjustment in shocks, and open up a new stage for kindergarten teachers＇ growth. In order to promote kindergarten teachers＇ active self adjustment in shock, and impel kindergarten teachers to step out oftheir＂comfort zone＂, preschool teachers should try their best to overcome the tendency of＂comfort zone＂ and strengthen the spirit of reflection. The kindergarten should create a rich and colorful cultural environment, and establish a cooperative research community for kindergarten teachers.

A Critical Discourse Analysis on the Teacher Behavioral Norms of English Training School

With a Critical Discourse Analysis approach, this essay reveals four types of discourses: discourse of examination, instruction, technology and regulation. Based on the analysis of power relation among those discourses, a vivid picture of teachers' identity at training-school has been clearly sketched. That is, teacher at training-school is a puppet acting as not only the transmitter of specific knowledge, but also the supervisor of rules and spokesman of institution.

社会学视角下教师专业伦理的分析框架

提升师德水平是我国近年来教师政策反复强调的议题,研究者也试图通过新的术语实现师德研究在范式和取向上的更新。然而,目前的研究多聚焦于从个体层面对教师专业伦理进行探讨,相对忽视了从群体角度来理解教师专业伦理现象,剖析其社会特征。专业社会学为拓展这一方向提供了扎实的理论基础,因此,在综合功能论、冲突论和生态论的专业伦理理论的基础上,将教师专业伦理作为一个社会现象,置于特定历史文化进程中加以理解并提炼出普遍与特殊、象征与实质、社会与个体、内化与外铄四对范畴,为从群体角度分析教师专业伦理现象提供认识工具。

民办高校思想政治理论课教师职业认同感:缘起、现状及路径

高校思想政治理论课教师作为课堂的主导者,其职业认同感直接影响思想政治理论课的实效,而民办高校思想政治理论课教师这一群体的特殊性导致相关职业认同问题更加复杂。本文拟梳理总结当前民办高校思政课教师在职业认同方面的诸多现象,指出其所反映的主客观方面的问题,分析其成因,最终从社会、学校、教师三个层面探寻提升民办高校思政课教师职业认同感的途径,对加快高校思政课的建设和促进思想政治理论课教师的职业发展具有理论和现实意义。

大学英语教师职业认同研究现状及展望

我国国际地位与发展战略给大学英语教学提出新的要求,而大学英语教师职业认同是落实新要求的关键环节。该研究系统评述大学英语教师职业认同研究的发展趋势、理论立场、研究主题和研究方法,并通过与国际外语教师职业认同研究的对比,发现此方面研究尚属新兴阶段,研究总量少,理论立场尚需探索,研究主题有待拓展,研究方法亟需规范。基于此,该研究从理论立场、研究主题、研究方法三个方面对我国大学英语教师职业认同研究进行展望。

云南乡村教师职业认同现状及提升策略——基于3078位乡村教师的调查

对云南乡村教师的职业认同现状进行调查,发现乡村教师的职业认同水平整体较高,教龄、职称、学历、是否师范专业等因素影响乡村教师职业认同水平。提升乡村教师职业认同水平可以加大对乡村教师的宣传力度,提升乡村教师的社会地位;发挥乡村教师在乡村振兴中的重要作用,激发乡村教师的社会责任感;保障乡村教师福利待遇,重视人文关怀,提高工作满意度;抓住教师职业发展的关键阶段,多途径助力乡村教师成长。

高职院校“双师型”教师职业认同及提升策略研究

高职院校“双师型”教师是培养高素质技术技能人才的良匠之师,职业认同水平会影响教师的专业自主发展和人才培养质量。调研发现,安徽省高职院校“双师型”教师的职业认同水平较高,但是没有随年龄、工作年限、月收入的增加和职称的晋升而明显提升,影响教师职业认同的因素主要可以归纳为社会因素和学校因素等方面,因此建议从国家、学校和个人三个层面实施相应的策略以提高“双师型”教师职业认同水平。