导　　师： 白益民

学科专业： 040104

授予学位： 硕士

作　　者： ;

机构地区： 上海师范大学

摘　　要： 现在研究认为，教师身份认同形成对于教师的发展过程来说非常重要。而且，在教师教育领域的身份认同研究中，话语分析方法（discourse analysis）已成为一种主要的研究方法。传统的关于话语研究的假设认为，话语在教师身份认同形成中起着非常重要的作用。而身份认同则是通过参与到话语中而产生，通过语言得以显现，并且由存在于特殊的社会和文化实践中一系列的信念、态度和价值所组成的。 根据这一传统的方法，本研究使用话语分析方法中的文本分析，对美国职前教师身份认同形成的三个案例进行研究。在这里，教师身份认同不是事先决定或固有的，而是产生于话语中，特别是存在于职前教师所经历的教师教育中的话语。本研究使用了Fairclough话语分析的理论框架，来分析了美国职前教师在教师教育的话语中身份认同的形成和发展。 本研究通过对美国职前教师成长过程三个案例的分析，试图揭示美国职前教师纷繁的自我形像和在有关教与学的社会对话中成长为一名合格教师的复杂过程，并尝试对下面的问题做出解答：在教师教育阶段，职前教师对自己是教师的信念发生了何种意义上的变化？在职前教师身份认同的形成过程中，话语起到了怎样的作用？教师教育项目在帮助职前教师形成其身份认同时，应该要采取怎样的措施？对案例的研究也发现了美国教师教育所面临的一些问题。最后，本研究使用话语分析的研究工具，阐述了职前教师形成教师身份认同的过程。 本研究尝试在身份认同的研究领域中使用话语分析的方法，它为以新的方式理解职前教师和教师教育项目提供了可能性，同时这样的关注也能够帮助职前教师在学会教学的过程中，形成教师身份认同。 Contemporary research suggests that forming a teacher identity is crucial to theprocess of becoming a teacher. Furthermore, a "discourse turn" has emerged as a majormethodological influence for the study of identity in research on teaching. A guidingassumption of traditional discourse research is that discourse plays an important role inteacher identity formation. Identity is produced through participation in discourse,which is manifested through language, and consists of a system of beliefs, attitude andvalues that exist within particular social and cultural practices. As a complement to this traditional approach, this study takes a "discursive"approach to text analysis, where identity is neither predetermined nor static, but ratheremerges and is made relevant in discourse, specifically the discourse within teachereducation the preservice teacher go through.The discourse analysis explores thediscursive formation of preservice teacher identity in America. The study highlightsthe challenges and concerns faced by these preservice teachers. I draw on thetheoretical framework of discourse analysis to analyze the teacher identity developedby the participants in everyday discourse interactions. The three case studies demonstrate the complex ways that participants imagethemselves and become a teacher among societal discourses on teaching and learningin America. This study tries to provide some solutions of those questions including,how does the preservice teacher's faith as a teacher change during the stage of teachereducation? What does discourses work in the formation of preservice teacher identityand what should we do to help the formation of preservice teacher identity? Findingsalso highlight several emergent concerns faced by American teacher education. Finally,findings build on the study of discourse analysis by illustrating the process preserviceteacher developed their teacher identity. This study gives a voice to discourse analysis that is still on the fringes of identityresearch. Furthermore, it off

关 键 词： 教师身份认同 话语分析 美国教师教育

领　　域： [文化科学] [文化科学]