教育理想、教师专业认同与个人认同：试论三者的关系及其意义

Educational Ideal, Teachers' Professional Identity and Personal Identity: Relationships and Implications

教师具有的专业技能是教师专业身份的重要维度，但主要是有关教育活动的效用维度，且主要以技术性和工具性为特征。使“教育”成为可能的层面还必然涉及“价值维度”，因而教育价值和教育理想在教师的专业认同中占有不可或缺的角色。教师“使命”背后的教育理想无不与个人价值密切相关。个人价值是个人认同的一个构成维度，所以，教师的专业认同与其个人认同在价值层面应是一致的。如此，教师对教育理想的反思和对其专业认同的理解与她/他对个人认同的理解分不开。哲学家利科对个人认同概念和叙事认同概念的分析，为教师反思其教育理想和理解其专业认同提供了一种可能的学习模式。 `

Although professional competency is a key dimension of a teacher's professional identity, it is mainly about "effectiveness" of educational activities, and hence is of a technical and of an instrumental nature. What makes education possible also entails "normative dimension" , which means that educational values and ideals always play constitutive parts in a teacher's professional identity. Moreover, the educational ideal behind a teacher's mission has everything to do with his or her personal values. Since one's personal values constitute a key aspect of one's personal identity, a teacher's professional identity should be congruent with his or her personal identity in the normative dimension. Thus a teacher's reflections on his or her educational ideal and understanding of his or her professional identity largely rely on his or her understanding of his or her personal identity. Ricoeur's conceptual analyses of personal identity and narrative identity provide a possible framework of learning for such reflections and understandings.