| 中小学教师职业认同的阶段发展论 |
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| 引用本文： | 杨玲.中小学教师职业认同的阶段发展论[J].高等师范教育研究,2014(2):56-64. |
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| 作者姓名： | 杨玲 |
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| 作者单位： | 常州工学院师范学院,江苏常州213022 |
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| 基金项目： | [基金项目]江苏省教育科学“十二五”规划课题“中小学教师核心自我评价对其职业认同的影响”（项目号D/2011/01/005） |
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| 摘 要： | 作为中小学教师专业发展的核心内容之一，职业认同是中小学教师自我成长的内在动力。因此，教师职业认同已成为教师教育的热点研究主题。在已有研究结果的基础上，本文提出了中小学教师职业认同的阶段发展理论，将中小学教师职业认同的形成和发展过程分为三个阶段六个时期，并详细分析了各阶段的发展特点、发展任务及制约因素，据此从师范生的选拨和培养，以及教师的入职与在职培训等方面分析了该理论对中小学教师专业成长的启示。
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| 关 键 词： | 中小学教师 职业认同 阶段发展 |
Phase Development Theory On the Elementary and Secondary School Teachers＇ Professional Identity |
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| YANG Ling.Phase Development Theory On the Elementary and Secondary School Teachers＇ Professional Identity[J].Teacher Education Research,2014(2):56-64. |
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| Authors: | YANG Ling |
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| Institution: | YANG Ling (Teachers＇ School, Changzhou Institute of Technology, Changzhou, 213022, China) |
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| Abstract: | As one of the core contents of the expertise development of elementary and secondary school teach ers, professional identity is regarded as the driving force of their development. Therefore, professional identity becomes the hot theme of researches on teacher education. This paper analyzed the characters, tasks and ante-cedents of various stages of professional identity development and presented the countermeasures and suggestions for the professional identity development of elementary and secondary school teachers. |
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| Keywords: | Elementary and Secondary School Teachers Professional Identity Development Stages |
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