《教师自我认同》PPT课件.ppt

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1、Teacher Identity in Teacher Development Contents1.The connotation of teacher identity and 2.teacher development2.The significance of teacher identity to teacher development3.Influencing Factors of Teachers Identity4.Literature Review 6.Teachers identity in the application of the new curriculum refor

2、m6.1Current status of teacher identification 6.2 Princples of Teacher Identity 6.3Tcacher identification and expectation to teachers given by the new curriculum reform 6.4 The promotion strategies to realize teachers identification in new curriculum reform 1.1.Teacher identity Identity has long been

3、 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 identityMany educators regard the development of a teacher as the development of a teacher identity rath

4、er 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 ones inwardness”.Bullough(1997

5、)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 makingTeaching education must begin,then,by exploring the teaching self Rose(1990）constructs of teac

6、her 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特定的属性(如教学)

7、与社会关系社会关系(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。eacher Development Hargreaves and Fullan(1992.)categorize three types of t

8、eacher development as knowledge and skill development；self-understanding；and ecological change Therefore,second language teachers are animated personsand 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 Te

9、acher Development The devoloment of teacher is a lifelong learning during which there are many stages that are necessary in acquiring their capacitiesTeachers in different stages have different conflicts concerns and behaviors According to Fullers teachers developmental levels of concern theory(1969

10、)，these stages are mentioned as following：The first stage is survival stageTeachers in this stage are primarily focused onselfTheir 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 mento

11、rs，parents and students The second stage is the task stageTeachers in this stage are primarily focused on task and timeThey 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 opti

12、mize lesson plan and get personal tasks done The third stage is the impact stageTeachers in this stage are primarily focused on student learningSome key impact stage questions are：are students learning?How can I raise achievement levels?Is this meaningful to students?In sum,teacher development encou

13、rages teachers to do more self-evaluation and self-reflection as to their teaching in order to obtain their personal understanding of themselves as well as teaching practice 2.The significance of teacher identity to teacher development2.1.有助于教师变化的自我实现 教师教育的任务教师教育的任务不能够仅仅停留于教师行为和能力的改变,而是应该转向对教师身份认同的积

14、极关注,实现教师内在的深度改变。佛瑞德(Fred)在一篇探讨优秀教师素质结构的论文中提出了一个教师改变的洋葱头模型,如图1所示。他指出,在这个洋葱头结构里,内层和外层之间可以相互影响,外层比较容易改变,而内层的改变相对较为困难,但是根本性的教师改变却依赖于内层的信念、认同和使命层面的改变。图1:教师改变的洋葱头模型2.22.2 有助于促进教师专业自主发展有助于促进教师专业自主发展 从教师专业发展的基本进程来看,生命取向、自我更新取生命取向、自我更新取向向的教师专业自主发展已经成为教师专业化运动中的重要趋势。周淑卿指出,教师专业发展的概念必须重建,即强调要将教师首先看作一个“人”,就是要将教师的

15、生命经验、教育教学的认知情感态度纳入专业自我的范畴,强调教师自我的信念和价值观。教师的身份认同就是在不断地追问“我是谁”、“我何以属于这个群体”的根本问题,试图将“作为人的教师”和“作为教师的人”有机统一起来。唯有得到教师内在的身份,教师个体的生命发展才能得到强调,教师个体的专业自主发展才能现实。2.3 有助于认识教师在教育改革中的不同表现 在身份认同研究中长期存在着本质主义和建构主义的性质之争。鲍曼鲍曼(Bauman,Z.)在对现代性与后现代性的分析中形象地对两者的差异进行了阐述。他认为,在确定性的现代生活中,人们是以“朝圣者”的身份不断有目的地行进;而在不确定性的后现代生活中,人们则是像“

16、漫游者”、“观光者”、“流浪者”、“游戏者”那样生活。尹弘飚尹弘飚等人借用了鲍曼的概念,认为在课程变革中教师的身份认同也存在着“领头羊”、“适应者”、“小卒子”和“演员”四种不同类型。这一分析结论与麦卡洛克的观点保持一致。麦卡洛克麦卡洛克(McCulloch)曾指出,教师对改革的反应有四种:一是毫无反应,这可能是因为教师认为其工作已经符合改革的要求,也可能是漠视或拒绝新政策;二是虚应故事,只做些点缀式的调整,而不做实质的改变;三是只在既有的假设与认知框架内调整一些行事方法;四是改变原先持有的深层认知和假设。因而,由于教师对待变革态度的差异性,从身份认同的角度检视教师与教育改革（尤其是当前的课程

17、改革)的关系,能够有力地解释教师为什么具有不同的教育价值观和态度倾向,以及不同的教师为什么在课程改革中出现抗拒或惰性的现象。3.1.Teaching Experience as Source Teachers personal life experiences in the past exert a great influence on their professional lives.Teachers life experiences impact on views of teaching and practiceTeachers seem to have developed rich，we

18、ll-organized knowledge bases that enable them to draw readily on their past experiences after years of teaching during the induction period.The experience of their prior study and teaching practice accounts a lot for teacher identity One of the most important aspects of teachers life experience is t

19、he appearance of a favorite teacher who substantially influences the person as a young pupilSuch teachers provide a role model and in addition they most probably influence the subsequent vision of desirable pedagogy and teaching style Teachers life experience are repeatedly influence their classroom

20、 practice in various conscious and unconscious waysWhen teachers take their experience into the classroom，the class becomes more alive3.Influencing Factors of Teacher Identity3.2.School as a Setting A teachers teaching context places an important role in teachersprofessional identity.Schempp and his

21、 partners(1999)hold that the development of self in teaching is strongly influenced by the context of teachingThe context consists of the ecology of the classroom and the culture of the school Some measures are taken to train a high-quality teacher team.1)Emotional motivation The school provides the

22、 teachers with all kinds of oportunities to let them do their bestTeachers are greatly motivated to achieve successThe teachers live in a harmonious atmosphere.2)Incentive target The school sets up different goals according to different age group and levels of teachersWhen they have the goal，they ha

23、ve a clear directionDuring the curriculum reform,teachers are regarded as researchers.They explore new teaching model to improve the effectiveness of classroom teaching.3)Evaluation activities The school carries out evaluation activities for both teaching group and individual teachers to motivate th

24、em，such as Top Teacher，“Promising Young Teacher”，“Backbone Teacher”，Master Teacher”，“Advanced Group”and so onSchool serves as a setting where teachers perform their identity formation Teacher identity is，to some extent，affected by the influence of the school environment3 Reflection as a Way of Devel

25、oping The practice of reflection is vital for both personal and professional growthTeacher development is a process continues throughout a teachers entire career.The practice of reflective teaching can promote professional development in the areas of teacher knowledge of identity as a powerful link

26、between thought and action，reflection can make it possible for a teacher to gains strategy knowledge from specific learning activities through which，a teacher can also foster a more critically self-conscious understanding of their identity of being a teacher.The process of reflection is a process of

27、 reflection on their teaching and their identities as well4.Literature Review4.1 Literature Review on Teacher Identity Mayer(1999)holds learning to teach can be learning the skills and knowledge to perform the functions of a teacher or it can be developing sense of oneself as teacher.becoming goals

28、in their own rights.Britzman(1991)argues against teaching as competence in a range of skills and techniques.Wenger(1998)echoes this line of thinking that issues of education should be addressed first and foremost in terms of identities and modes of belonging and only secondarily in terms of skills a

29、nd information.4.2.Literature Review on Teacher Development It is the idea of“teaching should be regarded as a profession,that it leads to the transformation from the term teacher training to the term teacher professional development,or TPD(Villegas一Reimers，2003).Research in teacher Professional dev

30、elopment has changed its focus over the Past few years.Two decades ago，teacher development was based on the“delivery mechanism”(Freeman1998)，which was mainly concerned with what we knew or thought was important about teaching.By the 1990s，interests had been diverted towards“the thinking of the teach

31、er，(ibid)i.e.Teacher learning.It has long been considered that knowledge of subject matter is central in Chinas teacher education system.Much of the research on teacher knowledge comprises“personal practical knowledge”，(Clandinin&Connelly,1998)，“situated knowledge”(Lave,1988)，“Practical knowledge”(E

32、lbaz,1983,cited in Zheng,2005).4.3.Literature Review on Teacher Personal Practical Knowledge Teachers personal practical knowledge is dynamic and growing to promote the development of teachers identity.Knowledge is the source of foundation of a teachers identity.Identity shifting incorporates recons

33、truction of knowledge(Wu，2005).Nowadays,teacher knowledge research is focused on what teachers know and how their knowing is expressed in teaching.This kind of teacher knowledge and knowing is derived from personal experience，which is termed teachers personal practical knowledge(Connellyetal.1997).T

34、eachers personal practical knowledge is not something that we can transmit from one person to another,but is deeply rooted in the fundamental of teachers practice，in the teachers past experience，present mind and body，and in the future plans and actions(Clandinin&Connelly,1988:25eitedinWu,2005).So,re

35、searches will be concentrated on teachers knowledge of their professional identity,i.e.,who they are,how they perceive themselves as teachers,how their identity relates with their professional development6.Teachers identity in the application of the new curriculum reform教师身份认同在新课程改革中的应用教师身份认同在新课程改革中

36、的应用6.1 6.1 Current status of teacher identification6.2 Princples of Teacher Identity6.3 6.3 Tcacher identification and expectation to teachers given by the new curriculum reform6.4 6.4 The promotion strategies to realize teachers identification in new curriculum reform 6.1 Current status of teacher

37、identification 新课程改革中教师身份认同现状新课程改革中教师身份认同现状Limited by teacher themselves and external factors,the current status of teachers identification is reflected as follows:(一).Identification while leading the way in the reform 认同并引领改革前进的方向认同并引领改革前进的方向（领头羊领头羊从容的从容的观光者）观光者）对于这类教师来说，无论课程改革与否，他们都在不断地探寻如何优化自己的课程

38、与教学，尽管有时他们的思路可能与当前进行的课程改革不完全一致或同步。但他们是课程改革的积极响应者，他们甚至可能会走在改革的前面来引领改革前进的方向，因此他们会在课程改革中迅速实现重构身份认同的转变。(二二).Identification with indadequate strength 认同却力不从心（适应者认同却力不从心（适应者蜕变的朝圣者）蜕变的朝圣者）对于这类师来说，他们深知传统教育的弊端所在，非常期望改革的到来。当改革来临之时，他们非常欢迎，并会以积极的姿态来参与改革。但在参与改革的过程中，由于受主、客观等多方面因素的影响会使得自己处在困难重重之中，表现出“认同却力不从心”。(三).

39、Outward identification but the Outward identification but the opposite inward opposite inward 表面上的认同，实质上的不认同（小卒子表面上的认同，实质上的不认同（小卒子冷漠的流浪者）冷漠的流浪者）对于这类教师来说，他们会因大势所趋而顺从地参与课程改革。由于他们是被动地参与改革，在日常的教学中他们会表现出与课程改革“形似而神不似”的教学行为。因此，在身份认同上，他们在表面上对新课程改革持一种认同的态度，但在实质上是不认同的。（四）四）.Do not identify basically.Do not id

40、entify basically.基本不认同（演员基本不认同（演员愤世嫉俗的怀旧者）愤世嫉俗的怀旧者）对于这类教师来说，他们并不赞成课程改革，甚至可以说是改革的反对者。但是他们深知改革是势不可挡的潮流，于是在一些公开场合，他们会把自己的课堂搞得非常有活力，给别人一个留下顺应改革的良好印象。而在日常的教学中，他们仍然会“新教材、老思路”，认为改革最终还是会回到老路上。因此，在身份认同上，他们同样也是表面上的认同，而实质上的不认同。6.2 6.2 Principles of teacher identityPrinciples of teacher identity 教师身份认同应遵循的原则教师身

41、份认同应遵循的原则要在新课程实施过程中进行教师身份认同，改变传统的教师角色，必须在现有课程政策的基础上，力求满足一些基本原则。(一一)教师身份定位应是渐进式的教师身份定位应是渐进式的 在新课程实施过程中，应先立后破，不可先打破已有的身份而在未建立新身份的状况下让教师茫然失措，找不准自己的位置。教师身份的定位在实践中可能会遇到一些来自教师本人的由于不适应而产生的抵制，对此应加强这方面意识的强化和培训，并允许教师有一个转变的过程。(二二)教师身份定位应落实到新课程实践中去教师身份定位应落实到新课程实践中去 教师应当具有什么身份不应仅仅停留在口号上，应有具体的实践。只有在具体的实践中才能确立教师的真

42、实身份，才能发现原来尚未估计到的问题。教师应经常注意学生的反馈，要有换位思考的意识。(三三)教师身份定位应注意发挥教师的主动性教师身份定位应注意发挥教师的主动性 教师的身份定位应从教师自身开始，充分调动其积极性、主动性，让其有一种主人翁的意识。如果采取从上到下命令式的强迫定位，教师往往会产生某种逆反心理，不利于新课程的实施。(四四)教师身份定位应防止其身份的异化教师身份定位应防止其身份的异化教师的身份定位应注意防止两种极端倾向。（1）防止教师身份的过度弱化，即在学生面前丧失了尊严，学生不把教师放在眼里，教师没有任何权威。（2）也要防止教师身份的过度强化，即教师在课程方面自以为是，仅仅依靠自己的

43、感性经验，自行其是，听不进专家的建议。6.3Tcacher identification and expectation to teachers given by the new curriculum reform教师身份认同及新课程改革对教师的身份期望教师身份认同及新课程改革对教师的身份期望At the beginning of the 21st century,the reform of curriculum in elementary education was launched in China.It aimed at solving the problems with element

44、ary education and updating the system as a whole.Teacher identifacation is no doubt a crucial factor in this regard.It expects teachers play the role as follows:（一）（一）.The developer of curriculum.The developer of curriculum resourcesresources 课程资源的开发者课程资源的开发者(1).在新课程标准中，只规定了一些对学生素质的基本要求，并没有给授课教师呈现出指

45、导教学的具体内容，这给教师在课程实施时留下很多自由发挥的空间。(2).教师面对不同的班级和学生，他们的兴趣爱好、知识背景、智力发展水平、家庭背景等方面存在一定的个别差异性，这就更需要教师根据这些差异性，在课程标准的框架范围内，根据所教学生的实际情况有针对性对课程资源进行一些调整与开发，使得课程资源更加适合学生的需求，从而能够有效的促进学生全面而和谐的发展。(3)课程标准是该领域的课程专家根据国家的总体教育情况制定出来的一个标准，由于不同地区之间的经济、文化、教育等方面存在一定程度的差异性，需要教师在国家课程的框架下，根据本地区的实际情况对课程进行二次或三次开发，以便更好地满足学生的实际需求。以

46、上所述种种原因都迫切需要教师成为所教学科的课程资源的开发者（二）（二）.The conversationalist of classroom.The conversationalist of classroom constructionconstruction 课堂教学的对话者课堂教学的对话者新课程改革前教师与学生之间的关系，要么强调以教师为中心，要么强调以学生为中心。新课程改革强调，课堂教学是教师引起、促进和维持学习的一种活动，是学生的学与教师的教的统一，其实质就是教师与学生之间围绕学习内容展开充分的交往与对话，教师不再是知识的权威,而是学生学习与思考的领路人。（三）（三）.The rese

47、arch fellow of.The research fellow of teaching and studyingteaching and studying 教育教学的研究者教育教学的研究者新课程改革前的课堂教学中，教师往往只关注既定目标的达成程度，而很少关注和反思课堂中的一些动态的、偶然的却非常有价值的因素。新课程改革要求教师以研究者的眼光来审视和分析教学理论和教学实践中出现的各种问题，并切实开展行动研究，不断地对自身的教学行为加以反思、研究。（四）（四）.The collaborator with colleagues and parents 同事家长的合作者同事家长的合作者新课程改革

48、前教师与同事的关系可以说是一种“马赛克文化”，教师与教师之间常常为了学生成绩的评比而相互竞争。新课程改革迫切要求教师之间打破这种彼此隔离、孤立的状态，力图加强教师之间的专业交流与对话，以便给教师提供更多的参与、沟通与合作的机会，从而能够更好地促使教师一起行动与成长。新课程改革前教师更多的时候被视为“代理家长”，教师与家长之间缺乏应有的沟通与合作。新课程改革要求，教师需要尊重学生家长，以平等的心态与家长共同探讨教育中的问题，并虚心听取家长们对学校教育的一些意见和看法，同时可以采取一些有效的方法和途径来帮助家长们树立正确而科学的教育观念。（五）（五）.The favorer of students

49、 study.The favorer of students study 学生学习的促进者学生学习的促进者新课程改革前，教师只需要按照教学大纲的要求将知识传授给学生。教师与学生之间缺乏一种有效的良性互动。新课程改革试图改变这种状况，教师只是作为课堂教学中平等中的首席，学生才是课堂活动中的主体。教学过程教学过程表现为师生交往、互教互学以至共同发展从而成为师生和生生“学习共同体”的过程。（六）（六）.The funder of study environment.The funder of study environment 学习环境的创设者学习环境的创设者在新课程改革前，教师与学生之间似乎存在着

50、一道难以跨越的鸿沟，这种情况下的学习环境是不和谐的。新课程改革试图改变这种状况，要求教师通过自己的一言一行来为学生创设优良的学习环境以对其施加积极而有效的影响，以便能帮助学生更好的成长。这种优良的学习环境主要包括两个大的方面:（1）要求教师为学生创设宽松、和谐的人际环境;（2）要求教师能够为学生创设一个良好的学习氛围。6.4The promotion strategies to realize teachers identification in new curriculum reform新课程改革中帮助教师实现身份认同的促进策略新课程改革中帮助教师实现身份认同的促进策略新课程提出的一些新的理