摘要
师范生教师专业身份的建构受自身专业知识、能力、信念等因素影响,还受到社会、文化和组织的制约。通过对师范生实习经历的分析发现,职业认同将师范生新的身份整合到原有身份中;组织协商使师范生重塑自我专业身份;教师专业身份发展与师范生的专业实践能力密切相关。总体而言,教育实习期间师范生教师专业身份建构是师范生形成期望、在现实情境中修正期望,建构新专业身份的递归过程。
The construction of teachers’professional identity for normal students is not only influenced by their own professional knowledge,abilities,beliefs and other factors,but also restricted by society,culture and organization.Through the analysis of the practical experience of normal students,it is found that the professional identity integrates the new identity of normal students into their original identity;the organizational negotiation enable normal students to reshape their professional identity;the development of teachers’professional identity is closely related to the professional practice ability of normal students.Generally speaking,the construction of teachers’professional identity for normal students during normal education is a recursive process for them to form expectations,revise expectations in reality and construct new professional identities.
作者
马月成
甘文斌
MA Yuecheng;GAN Wenbin(School of Teacher Education,West Yunnan University,Lincang 677000,China;School of Physical Education,West Yunnan University,Lincang 677000,China)
出处
《长春大学学报》
2020年第6期90-94,共5页
Journal of Changchun University
基金
云南省教育科学规划(高等学校教师教育联盟)教课题(GJZ1921)
云南省教育厅项目(2017ZDX071)。
关键词
教育实习
师范生
教师专业身份
educational practice
normal students
professional identity of teachers
