教师教育研究2024，Vol.36Issue(6)：23-29,7.
论教师专业身份认同培育的叙事教学法
On the Cultivation of Teachers'Professional Identity through Narrative Pedagogies
摘要
Abstract
Facilitating teacher learners to develop a positive teacher professional identity is an important indicator of the quality of teacher education and reflects the teacher educators'professionality.Through a review of international literature and local teacher education practices,the paper argues that narrative pedagogies are effective paths for cultivating teachers'professional identity.Narrative pedagogies can be specifically distinguished into:narrative inquiry on a single story,narra-tive inquiry on experiences over a period of time,autobiography-based narrative pedagogy,and peer group based narrative pedagogy.To effectively implement narrative pedagogies,teacher educators need to deeply understand the characteristics and influencing factors of teachers'professional identity,possess excellent listening skills,be able to capture key contradic-tions from the narratives of teacher learners,analyze their roots,be good at creating a safe and warm learning atmosphere,and integrate their educational practices with educational research organically.关键词
叙事/教学法/教师身份认同/教师专业身份认同/教师教育Key words
narrative/pedagogy/teacher identity/teachers'professional identity/teacher education分类
社会科学引用本文复制引用
叶菊艳,谢欣荷..论教师专业身份认同培育的叙事教学法[J].教师教育研究,2024,36(6):23-29,7.基金项目
教育部人文社会科学青年项目"教育援建背景下跨省域教育集团化办学:援建路径、成效及保障机制研究"(20YJC880115)研究成果 （20YJC880115）
