教师自我认同.pptVIP

Teacher Identity in Teacher Development ;Contents; 1.1.Teacher identity; Bullough(1997) wrote that teacher identity is what beginning teachers believe about teaching and learning as self as--teacher--is of vital control to teacher education；it is the basic for meaning making and decision making．Teaching education must begin,then,by exploring the teaching self． Rose(1990）constructs of teacher identity as“coherent bounded,individualized,intentional，the locus of thought，action,and belief,‘the origin of its own actions，the beneficiary of a unique biography’(Zembylas，2004) ; 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;Stages in Teacher Development; 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 mentors，parents and students． The second stage is the task stage．Teachers in this stage are primarily focused on task and time．They ask themselves：is there a better way? How can I do all that is expected of me? How can I improve this? In order to improve their teaching,they try to adapt to new schedule or optimize lesson plan and get personal tasks done． The third stage is the impact stage．Teachers in this stage are primarily focused on student learning．Some key impact stage questions are：are students learning? How can I raise achievement levels? Is this meaningful to students?; In sum,teacher development encourages teachers to do more self-evaluation and self-reflection as to their teaching in order to obtain their