教師專業(yè)認(rèn)同日益受到人們的重視。教師專業(yè)認(rèn)同被認(rèn)為是教師應(yīng)對變化而做出的行為動機(jī)的一個重要變量和成為高效教師的一個重要因素。關(guān)于職前教師和在職教師的專業(yè)身份認(rèn)同已經(jīng)有了大量的研究,但是對于那些進(jìn)入新的學(xué)校環(huán)境而又具有一種或多種身份的教師的專業(yè)身份認(rèn)同的研究卻很少。出于本人在教學(xué)經(jīng)歷中遇到的困惑,我決定研究進(jìn)入新環(huán)境的“老教師”是怎樣進(jìn)行專業(yè)身份的建構(gòu)和重構(gòu)的,以及有哪些因素影響了他們的身份認(rèn)同。本研究是對一位大專英語教師,雪莉所做的為期一學(xué)年的一項個案研究。雪莉曾經(jīng)在一所高中任職,現(xiàn)在是一名大專英語教師。本文采用個案研究和敘事探究作為研究方法。數(shù)據(jù)收集的形式有采訪錄音、談話、自傳、學(xué)生和同事的電子郵件等。本文通過雪莉講述的四個故事對雪莉?qū)I(yè)身份認(rèn)同的建構(gòu)和重構(gòu)進(jìn)行研究：1)雪莉的自傳；2)我想要親密；3)我再也不懼怕分?jǐn)?shù)了；4)我依然孤獨。雪莉通過反思進(jìn)行了專業(yè)身份的重構(gòu),并成功轉(zhuǎn)型成為一名合格的大學(xué)教師。以下是影響雪莉建構(gòu)和重構(gòu)專業(yè)身份的四個重要因素。1)教師的自傳包括個人背景,學(xué)生時代的學(xué)習(xí)經(jīng)歷和以前的老師對她的專業(yè)身份認(rèn)同的建構(gòu)有積極也有消極的影響；2)不同的學(xué)校環(huán)境分別促進(jìn)和阻... 

【文章來源】：浙江師范大學(xué)浙江省

【文章頁數(shù)】：64 頁

【學(xué)位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
CONTENTS
CHAPTER ONE INTRODUCTION
    1.1 THE ORIGIN OF THE STUDY
    1.2 AIMS AND RATIONAL FOR THE STUDY
    1.3 THE STRUCTURE OF THE THESIS
CHAPTER TWO LITERATURE REVIEW
    2.1 DEFINITION OF TEACHERS' PROFESSIONAL IDENTITY AND RELATED CONCEPTS
        2.1.1 Identity and Teacher Profession
        2.1.2 Related Concepts
    2.2 FEATURES OF PROFESSIONAL IDENTITY
    2.3 FACTORS INFLUENCING TEACHERS' PROFESSIONAL IDENTITY
        2.3.1 The Biography of the Teacher
        2.3.2 Teaching Experience
        2.3.3 Teaching Context
    2.4 RESEARCHES N PROFESSIONAL IDENTITY HOME AND ABROAD
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 THE RESEARCH SETTING
    3.2 METHODS
        3.2.1 Case study
        3.2.2 Narrative Inquiry
    3.3 DATA COLLECTION AND ANALYSIS
CHAPTER FOUR RESULTS OF NARRATIVE INQUIRY
    4.1 SHERRY'S BIOGRAPHY
    4.2 STORY 1:I WANT TO BE INTIMATE
    4.3 STORY 2:I SCARE THE SCORE NO MORE
    4.4 STORY 3:I STILL FEEL LONELY
    4.5 SUMMARY
CHAPTER FIVE ANALYSIS AND DISCUSSION
    5.1 HOW DO TEACHERS SHAPE AND RESHAPE PROFESSIONAL IDENTITY IN CHANGING CONTEXTS?
        5.1.1 Reflection as a way of （re）shaping
    5.2 WHAT FACTORS INFLUENCE THE PROCESS OF PROFESSIONAL IDENTITY FORMATION?
        5.2.1 The Biography of Sherry
        5.2.2 School Culture
        5.2.3 The Teacher-student relationship
        5.2.4 The Interaction with Colleagues
    5.3 SOME IMPLICATIONS
CHAPTER SIX CONCLUSION
REFERENCES
APPENDICES
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