[教师自我认同.pptVIP

1.1.Teacher identity Identity has long been one of the key issues in social and cultural theory． Based on developments in social and cultural theory a number of theorists have framed teacher education in terms of the development of teacher identity．Many educators regard the development of a teacher as the development of a teacher identity rather than the acquisition of a set of skills and techniques． Palmer（1998:4)proposed that Teacher identity is described as the integrity of the subject he or she teaches,the students and his or her authentic being,because teaching，like any truly human activity,emerges from one’s inwardness”. 周淑卿（2004，E131) 认为， 教师的身份认同是指教师自我对社会所界定的教师内涵的认知与体验，确认自己作为一位教师，允诺和遵从作为教师的规范准则，把教师职业作为自己身份的重要标志。教师工作有其特定的属性(如教学)与社会关系(如与学生、同事的关系 从某种意义上说，教师的身份认同即教师的职业认同。教师的身份认同还可以指教师对于自己作为专业人员身份的辨识与确认，是一名教师追问“我是否是一位专业教师、“我是否是一位优秀教师’’的历程。由于个人生活经验、志趣、认知特点的不同。每个教师对“专业”的理解并不一致，因此，教师的身份认同体现出很大的差异性和个性化特点。由此而言，教师构建身份认同的过程，也是教师作为“生活中的我”和“专业的我”交织互动的过程。 1.2.Teacher Development Hargreaves and Fullan(1992.)categorize three types of teacher development as knowledge and skill development；self-understanding；and ecological change． Therefore,second language teachers are ‘animated persons’and ‘independent thinkers’ rather than the instruments used for carrying out teaching syllabus and transmitting curriculum． (吴宗杰,黄爱凤,2005:259) Stages in Teacher Development The devoloment of teacher is a lifelong learning during which there are many stages that are necessary in acquiring their capacities．Teachers in different stages have different conflicts’ concerns and behaviors． According to Fullers teachers’ developmental levels of concern theory(1969)，these stages are mentioned as following： The first stage is survival stage．Teachers in this stage are primarily focused on‘self’．Their key questions are：how am I doing? Will I make it? Do others approve of my performance? They always seek approval from school administrators，other teachers especially