教师教育研究2025，Vol.37Issue(3)：21-27,7.
教师自我建构研究
Research on Teachers'Self-Construction:An Analysis Based on the Growth History of Special-Grade Teachers
摘要
Abstract
Special-grade teachers represent the pinnacle of excellence among Chinese educators.Studying their growth traj-ectories not only provides exemplary models for teacher training but also unveils the secrets behind their successful educa-tional practices.Research reveals that Special-grade teachers possess a distinct awareness of self-construction,with a con-sistent thread throughout their careers being the conscious pursuit of self-construction.The components of teacher self-con-struction encompass the individual self at the level of instrumental rationality,and the relational self and collective self at the level of ethical-value rationality.Along the longitudinal timeline,distinct characteristics emerge according to different stages of Special-grade teachers'professional development:At the entry stage,the instrumental rationality construction of the indi-vidual self evolves from naivety to teaching proficiency;At the mature stage,the ethical-value rationality construction of the relational self transitions from emotional impact to relationship primacy;At the expert stage,the ethical-value rationality construction of the collective self shifts from focusing on unique individuality to guiding others.关键词
教师自我建构/个体自我/关系自我/集体自我Key words
teachers'self-construction/individual self/relational self/collective self分类
社会科学引用本文复制引用
郭芳..教师自我建构研究[J].教师教育研究,2025,37(3):21-27,7.基金项目
河北省社会科学基金项目:生活史视角下河北省特级教师成长规律对教师队伍建设的启示研究(HB20JY032) （HB20JY032）
