我国随班就读影子教师身份困境及纾困路径——基于Gee身份理论的分析
The Identity Dilemma of Teacher Assistants in Regular Classes in China and the Path to Relief:An Analysis Based on Gee's Identity Theory
程毓可 1徐金凤 1吴添昊 1马红梅2
作者信息
- 1. 新疆师范大学教育科学学院(乌鲁木齐,830017)
- 2. 新疆昌吉回族自治州特殊教育学校(新疆昌吉,831100)
- 折叠
摘要
身份理论认为个体的身份是由自然身份、制度身份、话语身份与亲和身份四维度构成.身份理论视域下,影子教师自然身份被忽视、制度身份未合法、话语身份有偏差、亲和身份边缘化.需提升影子教师专业化水平,促进其高质量发展,包括关注其内在世界,肯定影子教师自然身份;建立资格认证体系,完善影子教师制度身份;提高其专业技能,增强影子教师话语身份;发挥学校"教师共同体"的作用,深化影子教师亲和身份.
Abstract
Identity theory believes that an individual's identity is composed of four dimensions of natural identity,institutional identity,discourse identity and affinity identity.Under the perspective of identity theory,the natural identity of teaching assistants is neglected;institutional identity is not clear;discourse identity is biased;the affinity identity is marginalized;it is necessary to enhance the professionalization of teaching assistants,promote their high-quality development,pay attention to their spiritual world,and affirm their natural identity;it also need to establish the qualification certification,improve the institutional identity of teaching assistants;they should improve their professional skills to enhance the discursive identity of teacher assistants;it could deepen the affinity identity of teaching assistants through playing the role of"teacher community"in schools.
关键词
身份理论/身份/随班就读/影子教师Key words
identity theory/identity/learning in regular classes/teaching assistants引用本文复制引用
基金项目
全国教育科学规划课题(BMX230345)
出版年
2024
NETL
NSTL
万方数据