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篇名 |
改革开放以来中小学教师身份认同的建构及其类型—基于历史社会学视角的案例考察
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並列篇名 | The Construction and Patterns of Teacher Identity in China after the Implementation of the Reform and Opening-up Policies: Cases Study from a Sociological Historical Perspective |
作者 | 葉菊豔 |
英文摘要 | The Construction and Patterns of Teacher Identity in China after the Implementation of the Reform and Opening-up Policies : Cases Study from a Sociological Historical Perspective YE Juyan Page 143 Based on analyzing 24 Chinese teachers narrative of their teachers’ life, the paper explores how the Chinese teachers construct their teacher identities and whether these identities show certain patterns. The study found that, since the reform and opening up to the outside world, the Chinese teachers9 identities varied according to the years they entering into teacher career and emerged several patterns ; K Glorious but confused Peopled teacher" for the teachers who started teacher career before the cultural revolution,“Teaching for countries, being both red and expert” for the teachers who started teacher career during and after the cultural revolution, Teaching Expert^ for the teachers who entered into career at the end of 1980s, u Lonely and tangled edu-eator” and “Teachers performing roles without identity” • Different types of teachers now exist in the same school field and distinct with each other. In view of the importance of teachers9 sense of belonging to their group and the current educational context, it is necessary for the state to form an identity of M being professionar, for all the Chinese teachers. |
起訖頁 | 143-161 |
關鍵詞 | 教师身份认同、专业人、叙述、教师政策、改革开放 |
刊名 | 北京大學教育評論 |
期數 | 201510 (13:4期) |
出版單位 | 北京大學 |
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| 作为立国之本的人文主义教育——读博丹《易于认识历史的方法》 |