教师教育研究2025，Vol.37Issue(3)：80-85,92,7.
学科教师教育者专业身份认同历程的自我研究
A Self-Study on the Professional Identity Development of a Subject Teacher Educator
朱洪翠 1杨跃2
作者信息
- 1. 盐城师范学院教育科学学院,江苏 盐城 224002
- 2. 南京师范大学教育科学学院,江苏 南京 210097
- 折叠
摘要
Abstract
This study utilizes collaborative self-study methodology to explore the stages,types,and motivations of my profes-sional identity development during my growth from a secondary school teacher to a subject teacher educator.The findings re-veal that it experienced four stages:entry,on-site,competition and integration,and presented four features:wandering,ac-tion-oriented,negotiated,and affirmed.Cognitive construction,emotional identification,conflict adaptation,and norm re-construction are four agents.By constructing continuous cognitive systems,fostering emotional resonance,cultivating adap-tive thinking,and establishing ongoing reflection,subject teacher educators'unified and affirmed professional identity could be prompted.关键词
学科教师教育者/专业身份认同/自我研究Key words
subject teacher educators/professional identity/self-study分类
社会科学引用本文复制引用
朱洪翠,杨跃..学科教师教育者专业身份认同历程的自我研究[J].教师教育研究,2025,37(3):80-85,92,7.
