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The Construction of the Professional Identity of Pre-Service Secondary School Teachers: Case Studies of Student Teachers' Learning to Teach.

机译：职前中学教师专业身份的建构：以学生教师的学习教学为例。

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摘要

As the identity transformation is essential for becoming a teacher, researchers have emphasized the role that the teacher education play in the shaping and forming of pre-service teachers' professional identities, with teaching practice as the critical stage in transforming the identities of pre-service teachers. However, few empirical studies have been conducted to investigate how the pre-service teachers construct and develop their professional identities through professional learning. To this end, this research explores the professional learning trajectories of pre-service teachers to understand the construction and development of their professional identities. Furthermore, this study looks into the teaching practice from the angle of pre-service teachers in order to depict a picture of the context for the professional identity construction.;Using the framework of learning concept and identity construction (see Lave & Wenger, 1991; Wenger, 1998), the research employed the case study method, carrying out both in-depth interviews and field observations to gather qualitative data. Four student teachers from two placement schools participated in the research as four cases. The four teachers' learning experiences as well as their identity construction and change were investigated to explore factors constructing and changing the professional identities of the four student teachers.;The research, on the one hand, has confirmed the importance of learning as participation in changing the student teachers' professional identities. In the four cases, the professional identities of the student teachers were all found to be changed after the teaching practice in different ways and at different levels. The major motivation for the change was attributed to the professional commitment and the concept of teacher role, which had been formed prior to the teaching practice of the four student teachers. Moreover, the professional commitment and the concept of teacher role were the two anchoring points of student teachers to locate themselves in the field of teaching practice. Regarding the two anchoring points, the professional commitment determined the willing of student teachers to participate in the teaching practice and construct their professional identities; the concept of teacher role, taking shape out of their self-as-student, was the frame of reference for the four student teachers' understanding of the teaching practice context as well as the role playing. The clash between the four student teachers' concept of teacher role and the role script embedded in the culture of the two schools was the trigger of the four student teachers' identities reconstruction.;The research, on the other hand, has indicated that, the four student teachers participated in the teaching practice and interacted with the role partners according to their own original professional commitment and concept of teacher role, although the teaching practice context, comprising the placement school culture and the mentors, shaped the way and the content of the four student teachers' participation. Therefore, the negotiation of identity took place between the four student teachers and the teaching practice context, which was influenced in different ways by the three factors, namely, the biography, the context and the experience. The interaction among the three factors subsequently built up the participation trajectories of the four student teachers through the whole teaching practice, guiding the four student teachers to achieve different professional identities.;On the whole, the research has contributed to conceptual understanding as well as practical implications in the construction of pre-service teachers' professional identities through professional learning. In future research and practice, it is proposed that learning to teach be explored from the perspective of professional identity construction.;Key words: student teachers, professional identity construction, learning to teach, situated learning theory.
机译：由于身份转变对于成为一名教师至关重要，因此研究人员强调了教师教育在职前教师专业身份的塑造和形成中所扮演的角色，而教学实践则是转变职前教师身份的关键阶段。老师。但是，很少进行实证研究来调查职前教师如何通过专业学习来构建和发展其专业身份。为此，本研究探索了职前教师的专业学习轨迹，以了解其职业身份的构建和发展。此外，本研究从职前教师的角度探讨了教学实践，以描绘出专业身份建构的背景图片。；使用学习概念和身份建构的框架（参见Lave＆Wenger，1991；温格（Wenger，1998），该研究采用案例研究方法，进行了深入访谈和实地观察，以收集定性数据。来自两个安置学校的四名学生教师作为四个案例参加了研究。研究了四位教师的学习经历以及他们的身份建构和变化，以探索建构和改变四位学生教师的职业身份的因素。一方面，研究证实了学习作为参与变化的重要性。学生教师的专业身份。在这四种情况下，发现在教学实践之后，学生教师的专业身份都发生了变化，而且方式和水平不同。变革的主要动力归因于专业承诺和教师角色的概念，这是在四名学生教师的教学实践之前形成的。此外，专业承诺和教师角色的概念是学生教师在教学实践领域定位的两个锚点。关于这两个锚点，专业承诺决定了学生教师愿意参与教学实践并树立他们的职业身份的意愿。教师角色的概念从他们的自我学习中脱颖而出，是四位学生教师对教学实践环境以及角色扮演的理解的参考框架。四个学生教师的教师角色概念与嵌入在两所学校文化中的角色脚本之间的冲突是四个学生教师的身份重构的触发因素；另一方面，研究表明，四名学生教师参加了他们的教学实践，并根据他们自己最初的职业承诺和教师角色的概念与角色伙伴进行了互动，尽管包括实习学校文化和指导者在内的教学实践环境决定了教学方式和内容。四名学生老师的参与。因此，在四位学生教师与教学实践环境之间进行了身份协商，这受传记，环境和经历三个因素的不同影响。这三个因素之间的相互作用随后在整个教学实践中建立了四名学生教师的参与轨迹，指导四名学生教师实现了不同的职业身份。总体而言，研究为概念理解和实践贡献了力量。专业学习对职前教师专业身份建设的启示。在未来的研究和实践中，建议从职业身份建构的角度探索学习教学。关键词：学生教师，职业身份建构，学习教学，情境学习理论。

著录项

  • 作者

    Zhang, Qian.;

  • 作者单位

    The Chinese University of Hong Kong (Hong Kong).;

  • 授予单位 The Chinese University of Hong Kong (Hong Kong).;
  • 学科 Education Curriculum and Instruction.;Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 329 p.
  • 总页数 329
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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