湖南师范大学教育科学学报
湖南師範大學教育科學學報
호남사범대학교육과학학보
Journal of Educational Science of Hunan Normal University
2012年
3期
104~107
,共null页
教师 职业认同 内涵 结构
教師 職業認同 內涵 結構
교사 직업인동 내함 결구
teachers; professional identity; connotation; structure
教师职业认同是指教师个体在将自己的职业角色内化为自我一部分的过程中,内化的职业角色和自我其他部分建立一致性关系的过程及其结果。其结构是一个二阶一因子,一阶三因子的阶梯结构,是由职业—物质我、职业—社会我、职业—精神我等因素构成的既分层、有梯次又紧密结合,既独立、有特质又紧密相连,密不可分的整体或共同体。
教師職業認同是指教師箇體在將自己的職業角色內化為自我一部分的過程中,內化的職業角色和自我其他部分建立一緻性關繫的過程及其結果。其結構是一箇二階一因子,一階三因子的階梯結構,是由職業—物質我、職業—社會我、職業—精神我等因素構成的既分層、有梯次又緊密結閤,既獨立、有特質又緊密相連,密不可分的整體或共同體。
교사직업인동시지교사개체재장자기적직업각색내화위자아일부분적과정중,내화적직업각색화자아기타부분건립일치성관계적과정급기결과。기결구시일개이계일인자,일계삼인자적계제결구,시유직업—물질아、직업—사회아、직업—정신아등인소구성적기분층、유제차우긴밀결합,기독립、유특질우긴밀상련,밀불가분적정체혹공동체。
Teachers professional identity refers to the process and result of consistency relations between internalized role and self-other sections when the individual teacher internalizes his professional role as a part of himself.The structure is a staircase one of second-order one-factor and first-order three-factor and it is a whole or community wedded with hierarchical,ladder-shaped and independent characteristics and constituted by career-material me,career-social me and career-spiritual me.
