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DNA可以解释我们是什么,身份可以解释我们是谁。教师身份则包含了教师关于“我是谁”这一根本问题的思考和回答。同时,教师身份建构对教师学习“怎么成为一名教师”具有重要意义。例如,教师身份建构可以帮助教师发展其教育哲学,进行教师决策,提高教师的幸福感和教学效率[1]。对教师身份建构的研究还有利于从一个新的视角来审视教育教学过程。布瑞兹曼(Britzman)认为教学不仅包含认知层面的知识和教学技术的程序,
DNA can explain what we are and identity can explain who we are. Teacher identity includes the teacher’s thinking and answer about the fundamental question “Who am I?” At the same time, the construction of teacher identity is of great significance for teachers to learn how to become a teacher. For example, teachers’ identity construction can help teachers develop their educational philosophy, make teacher’s decision-making, and improve teacher’s happiness and teaching efficiency [1]. The research on the construction of teachers’ identity also helps to examine the education and teaching process from a new perspective. Britzman argues that teaching involves not only cognitive-level knowledge and teaching techniques,