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教师职业认同内涵与结构的再认识

Further Understanding of the Connotation and Structure of Teachers’ Professional Identity

Progress in Social Sciences / 2024,6(4): 920-925 / 2024-09-03 2155 151

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• Authors: 段碧花¹²     
• Information:

  1. 怀化学院武陵山片区基础教育研究中心，怀化；
  2. 怀化学院教育科学学院，怀化

• Keywords: Teachers；Professional identity；Connotation；Structure 教师；职业认同；内涵；结构
• Abstract: The connotation definition and structure division of teachers’ professional identity are important theoretical issues. Teachers’ professional identity refers to a process in which the individual teacher establishes a consistent relationship between the cognitive subject of professional self and professional self. Teachers’ professional identity is a multi-dimensional and multi-level structure composed of teachers’ professional cognition (professional-material self, professional-social self and professional-spiritual self), teachers’ professional emotion (sense of professional acquisition, sense of professional belonging and sense of professional mission) and teachers’ professional behavior tendency(professional-survival behavior tendency, professional-existence behavior tendency and professional-life behavior tendency). 教师职业认同的内涵界定及其结构划分是教师职业认同研究的重要理论问题。教师职业认同是教师个体建立职业自我与职业之我之间一致性关系的过程。教师职业认同是一个由教师职业认知（职业-物质之我、职业-社会之我和职业-精神之我）、教师职业情感（职业获得感、职业归属感和职业使命感）与教师职业行为倾向（职业-生存行为倾向、职业-生活行为倾向与职业-生命行为倾向）组成的多维度、多层次的立体结构。
• DOI: https://doi.org/10.35534/pss.0604089
• Cite: 段碧花．教师职业认同内涵与结构的再认识［J］．社会科学进展，2024，6（4）：920-925.