重塑教师教育者专业身份认同的制度变革路径——基于新制度理论与嵌入式能动性的考察
Institutional Reform Paths of Reshaping Teacher Educators'Professional Identity——An Analysis Based on Neo-institutionalism and Embedded Agency
曾艳1
作者信息
- 1. 上海师范大学 教育学院,上海 200234
- 折叠
摘要
专业身份认同处于教师教育者专业发展的关键地位,对教师教育实践具有重要影响.我国教师教育者专业身份认同研究多围绕着制度、身份、能动性三者关系展开,但却忽视了能动性的丰富表现形态,低估了制度变革中身份认同的复杂性.借助新制度理论和嵌入式能动性的概念,从正反两方面剖析制度变革与个体建构身份认同的能动行动之关系,展现了以制度变革重新定向教师教育者的专业行动与专业身份认同的复杂性.因此,要重塑教师教育者的专业身份认同,应以能动性为焦点,聚焦于制度条件下教师教育者专业身份发展中的转变过程与环境建构.
Abstract
Professional identity is at the core of the professional development of teacher educators,which has a significant impact on teacher education practices.Research on the professional identity of teacher educa-tors in China has mainly focused on the relationship among institutions,identities,and agency.However,existing studies have overlooked the rich forms of agency and underestimated the complexity of identity with in-stitutional changes.This study,by drawing on the concepts of neo-institutionalism and embedded agency,ana-lyzes the situations in which institutional changes could or could not lead to individual identity reconstruction,which demonstrate the complexity of re-orienting the professional identity of teacher educators via institutional changes.The study suggests that future researches focus on the professional identity development of teacher ed-ucators under institutional conditions,especially their agency in the transformation process,and support sys-tems in construction.
关键词
教师教育者/教师教育改革/身份认同/专业发展/新制度理论/能动性Key words
teacher educator/teacher education reform/identity/professional development/neo-institu-tionalism/agency引用本文复制引用
出版年
2025
NETL
NSTL
万方数据