叙述在教师身份研究中的运用──方法论上的考量

Narrative in Teacher Identity Research: Methodological Considerations

本文试图讨论教师身份研究的方法论问题。文章明晰了teacher identity一词的内涵,认为教师对自己身份的感知是教师于历经时空变化下在自我、人际群体及政策／制度对教师赋予的角色期待之间协商的结果。这个协商的过程亦是教师身份构建的过程。对该过程进行操作化研究可以甚至只能通过叙述来实现, 为此作者进一步讨论了叙述与身份的关系以及如何运用叙述来进行身份研究。

This paper tries to discuss the methodological issue on teacher identity research. It first clarifies the definition of "teacher identity" and argues that teachers construct their teacher identity through negotiating among self, imagined communities and _nstitution/policy. As narrative is possibly the only method to make the teacher identity construction process researchable, this paper elaborates on the relationship between narrative and identity and how to use narrative method in teacher identity research.