国外教师教育者身份认同建构及策略研究-比较教育学专业论文.docxVIP

Abst Abstract Shanghai Normal University Master of Philosophy 万方数据 万方数据 Abstract Teacher educator’s quality directly affects the quality of teacher education and the professional development of teacher educators and future teachers’professional development is closely related. Teacher educators ’identity directly affects the professional development of teacher educators. The author adopts literature method and comparison method to study the formation mechanism of teacher educators’ identity，in order to grasp the teacher educator identity formation process and the factors that influence the teacher educators’identity construction， study the strategy Also，strategy that promote the construction of teacher educators’identity in western countries is explored with some suggestions to Chinese teacher educators. Teacher educators’identity recognition， including static and dynamic level： static level refers to the“who am I”“I want to be who”，namely teacher educator’ s identity and role；The dynamic level of identity refers to“What I want to do”， namely teacher educators should assume the tasks and responsibilities. The study of teacher educators’identity is precisely based on this understanding. Teacher educators identity formation is a dynamic process with complexity. Classification，Group acceptance，Verification，and Identification are four stages of the process and the process of construction will be affected by the institutional environment，teacher education institutions，cultural environment，interpersonal relationship，individual life and the professional quality of these factors. Teacher educators formation process of identity may encounter such difficulties and challenges：entry guidance；Complex work and task；little colleagues support ； conflicts of ideal and reality，etc. Strategies for the construction of teacher educators’identity are as follows： form a professional association，establishing professional standards；Encourage teacher educators self-study； Design teach