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教师身份构建的路径或机制是当前学者关注的热点,但现有研究对幼儿园教师身份及其构建重视不足。本研究透过符号互动论的理论视角,采用个案研究分析幼儿园教师身份构建过程,探讨幼儿园教师为职业赋予意义的过程。符号互动论视角下,幼儿园教师身份构建过程就是幼儿园教师与他人进行外部互动和与自我进行内部互动的过程。不同工作情境下的幼儿园教师身份构建呈现三种不同的路径:外部互动主导型、内外部互动兼有型、内部互动主导型,从而构建出三种具有不同特征的幼儿园教师身份。通过创造教师身份构建的多重积极环境,有意识培养教师自我互动的意识和能力,能够促进幼儿园教师自主构建教师身份。
Abstract：Regardless of much research on teacher identity and its(de)construction in various contexts, research on the construction of preschool teachers' identity has received little attention. Informed by the theoretical perspective of symbolic interactionism, this study adopts a multiple case study approach by conducting in-depth semi-structured interviews with preschool teachers' on their understanding and interpreting career values. The study found that the teacher identity is constructed through preschool teachers interacting with both others and themselves. The construction of preschool teachers' identity presents three different paths: external interactive dominant, both internal and external interactive, and internal interactive dominant, thus constructing three types of preschool teachers' identity with different characteristics. This study suggests that constructing multiple positive environments and enhancing teachers' awareness and competence of self-interaction can facilitate the construction of their professional identities.
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基本信息:
中图分类号:G615
引用信息:
[1]张丽敏,叶平枝.“我是谁?何以为师?”:社会互动中的幼儿园教师身份构建——一项多案例个案研究[J].全球教育展望,2019,48(12):69-85.
基金信息:
教育部人文社会科学研究青年基金项目“公共话语中的幼儿园教师形象及其重塑路径研究”(项目编号:18YJC880124)的阶段性研究成果
2019-03-10
2019
2019-06-28
2019-12-13
2019
1
2019-12-10
2019-12-10