教师自我认同.ppt

Teacher Identity in Teacher Development
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Contents
The connotation of teacher identity and
teacher development
2. The significance of teacher identity to teacher
development
3. Influencing Factors of Teachers’ Identity
4. Literature Review
' identity in the application of the new curriculum reform status of teacher identification
Princples of Teacher Identity
' identification and expectation to teachers given by the new curriculum reform
The promotion strategies to realize teachers' identification in new curriculum reform
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identity
Identity has long been one of the key issues in social and cultural theory．
Based on developments in social and cultural theory a number of theorists have framed teacher education in terms of the development of teacher identity．Many educators regard the development of a teacher as the development of a teacher identity rather than the acquisition of a set of skills and techniques．
Palmer（1998:4)proposed that Teacher identity is described as the integrity of the subject he or she teaches,the students and his or her authentic being,because "teaching，like any truly human activity,emerges from one’s inwardness”.
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Bullough(1997) wrote that teacher identity is what beginning teachers believe about teaching and learning as self as--teacher--is of vital control to teacher education；it is the basic for meaning making and decision making．Teaching education must begin,then,by exploring the teaching self．

Rose(1990）constructs of "teacher identity" as“coherent bounded,individualized,intentional，the locus of thought，action,and belief,‘the origin of its own actions，the beneficiary of a unique biography'’(Zembylas，2004)
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周淑卿（2004，E131) 认为， 教师的身份认同是指教师自我对社会所界定的教师内涵的认知与体验，确认自己作为一位教师，允诺和遵从作为教师的规范准则，把教师职业作为自己身份的重要标志。教师工作有其特定的属性(如教学)与社会关系(如与学生、同事的关系

从某种意义上说，教师的身份认同即教师的职业认同。教师的身份认同还可以指教师对于自己作为专业人员身份的辨识与确认，是一名