CAJ | 학술논문

现代性所导致的教师身份危机、各种外在规范所导致的教师身份的无根性以及学术研究的规范性研究取向导致理论言说的无据,使教师在教育实践中处于一种飘浮无据的精神状态。对教师身份的本体性追问始于三个方面：师生间的＂我—你＂关系是教师存在之本;教育实践是教师安身立命之本;教育智慧是教师成长之本。教师身份本体论追问的这三个层面,似三而实一,不可须臾相离。
현대성소도치적교사신빈위궤、각충외재규범소도치적교사신빈적무근성이급학술연구적규범성연구취향도치이론언설적무거,사교사재교육실천중처우일충표부무거적정신상태。대교사신빈적본체성추문시우삼개방면：사생간적＂아—니＂관계시교사존재지본;교육실천시교사안신립명지본;교육지혜시교사성장지본。교사신빈본체론추문적저삼개층면,사삼이실일,불가수유상리。
Nowadays teachers are placed in a showy and groundless mind in educational practice because of the crisis of their identities caused by modernity,their disordered identities caused by varieties of external norms,and unjustified theorization caused by the regular criteria of academic research.An ontological inquiry of the teacher＇s identity calls for the following three bases： the ＂I-you＂ relationship between teacher and students is the key for the teacher＇s existence;educational practice is the foundation of the teacher＇s establishment in society;educational intelligence is the basis for the acceptance and growth of the teacher＇s identity.The above-mentioned three bases for the ontological inquiry of the teacher＇s identity are closely related and allow no separation.