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工作角色与社会身份:教师职业认同的双重内涵及其价值审视

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胡卫平, 张晓辉, 张睆. 工作角色与社会身份:教师职业认同的双重内涵及其价值审视[J]. 教师教育学报, 2018, 5(5): 22-30. doi: 10.13718/j.cnki.jsjy.2018.05.004
引用本文: 胡卫平, 张晓辉, 张睆. 工作角色与社会身份:教师职业认同的双重内涵及其价值审视[J]. 教师教育学报, 2018, 5(5): 22-30. doi: 10.13718/j.cnki.jsjy.2018.05.004
shu
HU Wei-ping, ZHANG Xiaohui, ZHANG Huan. Workplace Role and Social Identity: Double Connotations of Teachers' Occupational Identity and A Survey on Their Values[J]. Journal of Teacher Education, 2018, 5(5): 22-30. doi: 10.13718/j.cnki.jsjy.2018.05.004
Citation: HU Wei-ping, ZHANG Xiaohui, ZHANG Huan. Workplace Role and Social Identity: Double Connotations of Teachers' Occupational Identity and A Survey on Their Values[J]. Journal of Teacher Education, 2018, 5(5): 22-30. doi: 10.13718/j.cnki.jsjy.2018.05.004
shu

工作角色与社会身份:教师职业认同的双重内涵及其价值审视

  • 1.

    陕西师范大学 现代教学技术教育部重点实验室, 陕西 西安, 710062

  • 2.

    北京师范大学 心理学院, 北京 100875

  • 3.

    陕西师范大学 现代教学技术教育部重点实验室, 陕西 西安, 710062;山西师范大学 教育科学学院, 山西 临汾 041003

Workplace Role and Social Identity: Double Connotations of Teachers' Occupational Identity and A Survey on Their Values

  • 1.

    MOE Key Laboratory of Modern Teaching Technology, Shaanxi Normal University, Xi'an 710062, China

  • 2.

    School of Psychology, Beijing Normal University, Beijing 100875, China

  • 3.

    MOE Key Laboratory of Modern Teaching Technology, Shaanxi Normal University, Xi'an 710062, China;School of Education Science, Shanxi Normal University, Linfen 041004, China

  • 摘要: 教师职业认同作为教师发展研究领域的核心概念，在学界往往界定不清。这与以往研究者在概念结构分析中重"归纳"轻"演绎"、重"认同"轻"职业"有关。从职业社会学视角来看，教师职业既指教学情境中的工作角色，也指社会生活中的阶层身份。因此，教师职业认同包含了工作角色认同和社会身份认同双重内涵。区分教师职业认同的工作角色与社会身份内涵，有助于推动教师职业认同研究及教师教育实践的发展。
    Abstract: As a core concept in the field of teacher development research, teachers' occupational identity has an elusive structure, which is related to the emphasis on induction and neglect of deduction as well as emphasis on "identity" and neglect of "occupation" in conceptual structure analysis. From the perspective of the sociology of professions, teacher occupation refers to not only the teaching role in work place, but also the status representation in social life. Therefore, teachers' occupational identity has double connotation:workplace role identity and social status identity. Such an exploration of double connotations of teachers' occupational identity enables us to provide a more complete definition of teacher identity and provides some significant implications for conducting future research on teacher identity and practice in teacher development.
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  • 收稿日期:  2018-01-02

工作角色与社会身份:教师职业认同的双重内涵及其价值审视

  • 1. 陕西师范大学 现代教学技术教育部重点实验室, 陕西 西安, 710062
  • 2. 北京师范大学 心理学院, 北京 100875
  • 3. 陕西师范大学 现代教学技术教育部重点实验室, 陕西 西安, 710062;山西师范大学 教育科学学院, 山西 临汾 041003
  • 收稿日期:  2018-01-02

摘要: 教师职业认同作为教师发展研究领域的核心概念，在学界往往界定不清。这与以往研究者在概念结构分析中重"归纳"轻"演绎"、重"认同"轻"职业"有关。从职业社会学视角来看，教师职业既指教学情境中的工作角色，也指社会生活中的阶层身份。因此，教师职业认同包含了工作角色认同和社会身份认同双重内涵。区分教师职业认同的工作角色与社会身份内涵，有助于推动教师职业认同研究及教师教育实践的发展。

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