| “表现主义”改革进程中的英国教师身份认同 |
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| 引用本文： | 黄亚婷,桑文娟.“表现主义”改革进程中的英国教师身份认同[J].高等师范教育研究,2014(4):106-112. |
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| 作者姓名： | 黄亚婷 桑文娟 |
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| 作者单位： | [1]香港中文大学教育学院,中国香港 [2]美国印第安纳大学教育学院,美国 |
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| 摘 要： | “表现主义”教育改革对英国教师的工作和生活带来了颠覆性影响。本文遵循制度变迁和自我重构这两条身份认同分析路径，总结“表现主义”相关改革为英国教师身份认同提供的新社会情境和制度期待，分析教师个体在制度变迁过程中所进行的各种不同于传统的教师身份重构。本文认为，教师个体需要调动自身经验在与改革环境的互动过程中寻找到自身身份的平衡点。
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| 关 键 词： | 英国 表现主义 教师身份认同 |
The Teachers Identity Reconstruction during the Process of UK Performative Reform |
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| HUANG Ya-ting,SANG Wen-juan.The Teachers Identity Reconstruction during the Process of UK Performative Reform[J].Teacher Education Research,2014(4):106-112. |
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| Authors: | HUANG Ya-ting SANG Wen-juan |
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| Institution: | 1. Faculty of Education, the Chinese University of HongKong, HongKong China; 2. Faculty of Education, the Indiana University, USA) |
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| Abstract: | Performativity has drastically impacted the life and work of teachers in the United Kingdom. This paper, following the paths of institutional change and self-reconstruction in analyzing professional identity, summarizes the new social eontext and institutional expectation for teachers＇ professional identity, and analyzes the unconventional self-reconstruction of individual teachers occurring in the process of institutional change. The authors think individual teachers ought to employ personal experience in interacting with institutional context, in order to find a balance for professional identity. |
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| Keywords: | United Kingdom performativity teachers identity |
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