作　　者： ;

机构地区： 深圳大学

出　　处： 《高等教育研究》 2014年第8期61-67,共7页

摘　　要： 个案研究发现,学科教师教育者身份认同可以概念化为学科认同、教学认同和研究认同。其中,学科认同是基础,教学认同是关键,研究认同是巩固和提升,实践是教学认同和研究认同不可或缺的基础。学科教师教育者身份认同是在个人维度和环境维度的博弈和协商的建构主义路径下形成的。近年来师范大学中形成了文理学院模式、教育学院模式、不完全教师教育学院模式和完全教师教育学院模式等教师教育机构组织形式,教育学院模式有利于形成明确和坚定的学科教师教育者认同。 From case studies,it found that the identity of subject teacher educators could be conceptualized into subject identification,teaching identification and research identification.Subject identification is the foundation,teaching identification is the key,research identification is to consolidate and enhance subject teacher educators`identity recognition,and practice is the inseparable foundation of teaching and research identity.The identity of subject teacher educators is formed in the constructivism path by gaming and negotiation of the personal dimension and the environmental dimension.There are four kinds of organization models of teacher education institution in normal universities,such as the model of college of arts and sciences,the model of college of education,the model of incomplete college of teacher education,and the model of complete college of teacher education.The model of college of education is conducive to the formation of clear and firm identity of subject teacher educators.

关 键 词： 师范大学 教师教育机构 学科教师教育者 身份认同

分 类 号： [G655.1]

领　　域： []