摘要
职前教师的专业认同是影响其专业学习及发展的重要因素,对其教学行为的决策及教育信念的形成起关键作用。视觉隐喻作为隐喻研究与视觉文化相结合的全新方法论产物,能够有效地将职前教师潜意识中的专业认同显性化。本研究采用视觉隐喻工具辅之以访谈法,对268位师范生创作的隐喻图像进行分析发现,职前教师专业认同表现出角色定位模糊、幸福感和危机感并存以及认知和行为不协调等特点。为此,建议职前教师正确看待传统师道文化,积极探索形式多样的实践活动,充分发挥自身能动性,从而形成正确且持久的专业认同。
Professional identity of pre-service teachers is an important factor influencing their professional learning and development,and plays a key role in the decision-making about about their teaching behavior and the formation of their educational beliefs.As a new methodological product combining metaphorical research and visual culture,visual metaphors effectively visualize the subconscious professional identities of pre-service teachers.This study used a visual metaphor tool supplemented by interviews to collect metaphorical images created by 268 normal college students.It was found that pre-service teachers'professional identity showed three characteristics:ambiguous role orientation,happiness-crisis coexistence,and cognition-behavior dissonance.Therefore,pre-service teachers are recommended to take a correct view of traditional teacher culture,actively explore various forms of practical practice,and give full use to their own agency,so as to form a positive and lastingprofessional identity.
作者
魏戈
董勤印
Wei Ge;Dong Qinyin
出处
《教育学术月刊》
CSSCI
北大核心
2023年第7期19-28,共10页
Education Research Monthly
基金
北京市社会科学基金项目“北京市‘双减’政策实施现状与长效机制研究”(编号:22JYC016)
北京市习近平新时代中国特色社会主义思想研究中心首都师范大学研究基地项目“高质量教师教育助力中国式现代化的理论与实践研究”(编号:YB2023001)。
关键词
专业认同
视觉隐喻
职前教师
professional identity
visual metaphor,pre-service teachers
作者简介
魏戈,男,首都师范大学初等教育学院副教授,博士,主要从事教师教育、教育研究方法研究;董勤印,首都师范大学初等教育学院硕士研究生(北京100037)。
