中学体育教师职业认同研究
|
摘要
教师职业认同为教师对自己身为教师整体的概念,即教师在个人与社会的持续活动中形成的对于教师职业的价值、情感、能力、投入等方面总体的看法。是指个人对所从事的职业从内心里认为它有价值、有意义,并能够从中找到乐趣,是教师自我成长的内动力。它既指一种过程,又是一种状态,决定着教师的教学态度和教学行为。
伴随着我国素质教育的逐步推进,学校体育工作越来越受到各方的关注,人们对体育课程改革赋予了很高的关注与期望,对体育教师的发展也提出了更高的要求。而体育教师的发展需要在外在条件和制度保障上进一步加强,更需要激发体育教师内在的发展愿望和自我意识。只有让体育教师在教育实践中体味、探求、反思自己的职责和意义,才能为其发展和我国体育课程改革的顺利推进提供保障。
在对国内外教师职业认同研究成果现状进行梳理和分析的基础上,结合我国基础教育改革和体育教师教育发展的现状,遵循混合研究的设计,将理论研究、调查研究和实地研究的结果相互支持、相互验证,通过对职业认同的系统研究和反思,探寻中学体育教师职业认同的结构、特征与形成过程,对于体育教师的专业素质的提高和我国教育改革的深入,有着积极的理论意义与参考价值。
研究分为三个部分,分别围绕《中学体育教师职业认同量表》的编制、不同群体中学体育教师职业认同差异的分析和不同职业生涯的四位教师的生命史访谈展开。综合本研究的成果,得出如下结论:
1.中学体育教师的职业认同是一个由价值认同、情感认同、能力认同、持续认同和投入认同5个因子构成的多维度结构;中学体育教师职业认同的总体水平较高,但在5个因子水平上并不均衡,其中价值认同因子上得分最高,持续认同因子上得分最低。
2.本研究编制的《中学体育教师职业认同量表》具有较好的信度和效度,可以作为测量中学体育教师职业认同的工具。
3.处于职业生涯的不同阶段(年龄、教龄、职称)的中学体育教师,其职业认同的整体水平无显著差异,但是其内部结构要素和关注重点均不同,呈现出职业认同的阶段性特征。在适应期,情感认同高,能力认同、持续认同低,关注体育知识和技能的掌握和工作环境的适应上;在发展期,职业认同个维度均获得了一定的发展,关注教与学的过程,对知识和技能提出了更高的要求;在成熟期,投入认同和情感认同出现波动,更加关注教育理念的更新和对学生发展的影响;在专家期,职业认同的内部强度不仅高而且均衡,关注学生发展与教育理念的结合,追求个人、团队和国家事业发展的统一。
4.不同性别中学体育教师在职业认同程度上不存在显著性差异,说明在学校文化中更倾向于用“体育教师”而不是“女教师”来定位女体育教师,也反映了体育教师培养过程和工作环境的特征;不同收入的中学体育教师在职业认同程度上不存在显著性差异,体育教师对其所在学校“工资公平性不足”现象更为关注,反映了体育教师对教师价值不公平的态度;不同授课对象(高中、初中)的体育教师职业认同也不存在显著性差异;学历不同、学校所在地(城市、乡村)不同的中学体育教师职业认同之间存在着显著差异,说明教育背景和工作环境也是中学体育教师的职业认同的影响因素。
5.中学体育教师职业认同的建构是从主体生活世界出发,并非本质化的角色采用。体育教师的职业生涯也是他们如何努力“活出自己”,“描绘自己”的经历。教师在不同场域、不同阶段都在关心“我是谁?”的问题,通过“我是如何成为一名体育教师?”“我是什么样的体育教师?”“面对学校行政和教学改革我该怎么办?”“我的未来是什么样?”展现其丰富的职业认同内涵。
6.中学体育教师职业认同的来源很广,教师个人的特质、当学生时的体验、教师职前教育的经历、在教学实践中的反思、生命发展的体验、教学环境的感知都是职业认同的重要来源。多元的认同来源造成了体育教师职业认同的差异,甚至产生职业认同的冲突。
7.关键事件对中学体育教师的职业认同发展有重要影响。它隐含了教师在经历关键事件时的自我职业形象和自我职业认同的抉择。能否成为关键事件并不取决于事件本身,而在于由其所引起的教师对自己过去职业生涯的反思、对职业未来走向的选择以及在目前如何实施职业行为的决策过程。
8.体育教师职业认同时能动作用的发挥遵循了“觉醒─反思─行动”的模式。在适应期,“顺服”为教师采取的暂时性策略,并能够对教学实践展开反思,几乎没有能动的行为;在发展期,教师已逐渐适应教学环境,反思能力增强,但行动还比较有限;在成熟期,教师能够遵循“觉醒─反思─行动”模式,能够在结构与能动之间转换;进入专家期,教师则能够灵活把握结构和能动的关系,发展其职业认同。
Professional identity of teachers is defined as the overall concept of teachers themselves as teachers, that is, teachers’general view of values, emotions, ability and investment in the teaching profession formed in the ongoing activities of the individual and society. It refers to the fact that the teacher finds the heart-felt value, meaning and pleasure in the career of the individual teacher. It is the motivation of teachers in self-growth. It is a process as well as a state of mind that determines the attitude of teachers and their teaching behavior.
With the gradual advancement of our quality education, school physical education is gaining increasing attention. People show more concern about and have a high expectation of the curriculum reform in physical education, and they also have higher requirements on the development of physical education teachers. The development of physical education (PE) teachers requires better external conditions and further systemic assurance, and it is also necessary to stimulate teachers’desire for development and their aspirations and self-awareness. Only by allowing teachers to appreciate, explore, reflect on their responsibilities and value can we provide assurance for their development and the smooth progress of reform of sports reform programs.
Based on the analysis of the current research on teachers’professional identity at home and abroad, with the combination of the current basic education reform and PE teachers’development status, this paper follows the design of mixing research, with theory research, survey research and field study results supporting each other with mutual authentication. Through the systematic study and reflection of professional identity, this paper explores the structure, characteristics and formation process of the professional identity of secondary school PE teachers, thereby it has a positive theoretical meaning and reference value in terms of the improvement of the quality of PE teachers and the deepening of education reform.
This paper is divided into three parts, focusing on the compiling of“professional identity scale of middle school PE teacher”, the analysis of the differences in professional identity of different groups of middle school PE teachers, and interviews with four teachers with different career lives. Based on the comprehensive results of this study, this author reaches the following conclusions: 1. School PE teachers’professional identity is a multi-dimensional structure composed of five elements: identity of value, identity of emotion, identity of ability, identity of sustainment and identity of dedication. The overall level of professional identity of school PE teachers is fairly high, but the level of the five factors is not balanced, the value identity level being the highest, while sustainment identity level being the lowest.
2. The“professional identity scale of middle school PE teacher”this research composed shows good reliability and validity, and it can be an efffective measurement for school PE teachers’professional identity.
3. The overall level of professional identity of school PE teachers at different stages of career (age, seniority, title) shows little conspicuous differences, but elements of internal structure and their focuses are different, showing stage characteristics of their professional identity. In the adaptation stage, the identity of emotion is high, and the identity of ability and sustainment is low, and teachers are more concerned about subject knowledge and skills and their adaptation to the working environment; in the development stage, professional identity dimensions have received a certain amount of development, teachers pay much attention to the teaching and learning process, and have higher requirements of their knowledge and skills; at maturity stage, the dedication identity and emotional identity experience some fluctuation, teachers put more stress on updating their teaching concepts and their influence on students’development; in expert stage, the internal strength of teachers’professional identity is not only high but also balanced, and teachers are very concerned about the integration of student development with educational concept and about the pursuit of the unity of personal and team development with national development.
4. There are no significant differences in gender identity of school PE teachers, which is not in conformity with others’researches. This means that school culture is more inclined to define female PE teachers as“physical education teachers”instead of“female teachers”, and it also reflects the training process of PE teachers and the characteristics of their working environment; school PE teachers with different income do not show significant differences in the degree of professional identity, and yet PE teachers are more concerned about the phenomenon of“unequal pay for equal work”in their schools, reflecting PE teachers’attitudes toward their unequal value; is there is no significant difference in the professional identity of PE teachers teaching different subjects (high school, junior high school); The differences of PE teachers’education, school locations (urban, rural) result in conspicuous difference of their professional identity.
5. The construction of middle school PE teachers’professional identity is started from the individual’s living world, not the nature of adoption of the role. PE teachers’career life is how they live a real life and how they describe their life experiences. In different fields and at different stages, teachers are always concerned with the problem“Who am I?”and they display the rich connotation of professional identity by asking such questions as“How I became a sports teacher?”“What type of PE teacher am I?”“What should I do when faced with administrative and teaching reform in my school?”“What is my future?”.
6. The source of middle school PE teachers’professional identity is very broad, including teachers’personal qualities, learning experience, pre-career education experience, reflection in teaching practice, the experience of life development, perception of the teaching environment and so on. The multiple sources of identity result in differences in PE teachers’professional identity, and even generate conflicts.
7. Critical incidents which school PE teachers experience have an important influence on the development of professional identity. It implies the choice-making in terms of self professional image and self professional identity when experiencing a critical incident. Whether a critical incident can be critical does not depend on its own, but rather on the teachers’reflection of their professional knowledge structure they already have, their choice of future professional goal and the decision-making process of how to implement their professional actions.
8. PE teachers play active roles in professional identity by following the“awakening-reflection-action”mode. During the adaptation period,“submission”provides teachers with a temporary strategy, and thus enables teachers to reflect on their teaching practice, almost with no voluntary behavior; in the development stage, teachers have gradually adapted to the teaching environment, and their ability to reflect is increased, but the action is still relatively limited; in the maturity stage, teachers can follow the“awakening-reflection-action”mode, being able to switch between the structure and voluntariness; in the expert stage, teachers flexibly grasp the relationship between the structure and voluntariness and develop their professional identity.
伴随着我国素质教育的逐步推进,学校体育工作越来越受到各方的关注,人们对体育课程改革赋予了很高的关注与期望,对体育教师的发展也提出了更高的要求。而体育教师的发展需要在外在条件和制度保障上进一步加强,更需要激发体育教师内在的发展愿望和自我意识。只有让体育教师在教育实践中体味、探求、反思自己的职责和意义,才能为其发展和我国体育课程改革的顺利推进提供保障。
在对国内外教师职业认同研究成果现状进行梳理和分析的基础上,结合我国基础教育改革和体育教师教育发展的现状,遵循混合研究的设计,将理论研究、调查研究和实地研究的结果相互支持、相互验证,通过对职业认同的系统研究和反思,探寻中学体育教师职业认同的结构、特征与形成过程,对于体育教师的专业素质的提高和我国教育改革的深入,有着积极的理论意义与参考价值。
研究分为三个部分,分别围绕《中学体育教师职业认同量表》的编制、不同群体中学体育教师职业认同差异的分析和不同职业生涯的四位教师的生命史访谈展开。综合本研究的成果,得出如下结论:
1.中学体育教师的职业认同是一个由价值认同、情感认同、能力认同、持续认同和投入认同5个因子构成的多维度结构;中学体育教师职业认同的总体水平较高,但在5个因子水平上并不均衡,其中价值认同因子上得分最高,持续认同因子上得分最低。
2.本研究编制的《中学体育教师职业认同量表》具有较好的信度和效度,可以作为测量中学体育教师职业认同的工具。
3.处于职业生涯的不同阶段(年龄、教龄、职称)的中学体育教师,其职业认同的整体水平无显著差异,但是其内部结构要素和关注重点均不同,呈现出职业认同的阶段性特征。在适应期,情感认同高,能力认同、持续认同低,关注体育知识和技能的掌握和工作环境的适应上;在发展期,职业认同个维度均获得了一定的发展,关注教与学的过程,对知识和技能提出了更高的要求;在成熟期,投入认同和情感认同出现波动,更加关注教育理念的更新和对学生发展的影响;在专家期,职业认同的内部强度不仅高而且均衡,关注学生发展与教育理念的结合,追求个人、团队和国家事业发展的统一。
4.不同性别中学体育教师在职业认同程度上不存在显著性差异,说明在学校文化中更倾向于用“体育教师”而不是“女教师”来定位女体育教师,也反映了体育教师培养过程和工作环境的特征;不同收入的中学体育教师在职业认同程度上不存在显著性差异,体育教师对其所在学校“工资公平性不足”现象更为关注,反映了体育教师对教师价值不公平的态度;不同授课对象(高中、初中)的体育教师职业认同也不存在显著性差异;学历不同、学校所在地(城市、乡村)不同的中学体育教师职业认同之间存在着显著差异,说明教育背景和工作环境也是中学体育教师的职业认同的影响因素。
5.中学体育教师职业认同的建构是从主体生活世界出发,并非本质化的角色采用。体育教师的职业生涯也是他们如何努力“活出自己”,“描绘自己”的经历。教师在不同场域、不同阶段都在关心“我是谁?”的问题,通过“我是如何成为一名体育教师?”“我是什么样的体育教师?”“面对学校行政和教学改革我该怎么办?”“我的未来是什么样?”展现其丰富的职业认同内涵。
6.中学体育教师职业认同的来源很广,教师个人的特质、当学生时的体验、教师职前教育的经历、在教学实践中的反思、生命发展的体验、教学环境的感知都是职业认同的重要来源。多元的认同来源造成了体育教师职业认同的差异,甚至产生职业认同的冲突。
7.关键事件对中学体育教师的职业认同发展有重要影响。它隐含了教师在经历关键事件时的自我职业形象和自我职业认同的抉择。能否成为关键事件并不取决于事件本身,而在于由其所引起的教师对自己过去职业生涯的反思、对职业未来走向的选择以及在目前如何实施职业行为的决策过程。
8.体育教师职业认同时能动作用的发挥遵循了“觉醒─反思─行动”的模式。在适应期,“顺服”为教师采取的暂时性策略,并能够对教学实践展开反思,几乎没有能动的行为;在发展期,教师已逐渐适应教学环境,反思能力增强,但行动还比较有限;在成熟期,教师能够遵循“觉醒─反思─行动”模式,能够在结构与能动之间转换;进入专家期,教师则能够灵活把握结构和能动的关系,发展其职业认同。
Professional identity of teachers is defined as the overall concept of teachers themselves as teachers, that is, teachers’general view of values, emotions, ability and investment in the teaching profession formed in the ongoing activities of the individual and society. It refers to the fact that the teacher finds the heart-felt value, meaning and pleasure in the career of the individual teacher. It is the motivation of teachers in self-growth. It is a process as well as a state of mind that determines the attitude of teachers and their teaching behavior.
With the gradual advancement of our quality education, school physical education is gaining increasing attention. People show more concern about and have a high expectation of the curriculum reform in physical education, and they also have higher requirements on the development of physical education teachers. The development of physical education (PE) teachers requires better external conditions and further systemic assurance, and it is also necessary to stimulate teachers’desire for development and their aspirations and self-awareness. Only by allowing teachers to appreciate, explore, reflect on their responsibilities and value can we provide assurance for their development and the smooth progress of reform of sports reform programs.
Based on the analysis of the current research on teachers’professional identity at home and abroad, with the combination of the current basic education reform and PE teachers’development status, this paper follows the design of mixing research, with theory research, survey research and field study results supporting each other with mutual authentication. Through the systematic study and reflection of professional identity, this paper explores the structure, characteristics and formation process of the professional identity of secondary school PE teachers, thereby it has a positive theoretical meaning and reference value in terms of the improvement of the quality of PE teachers and the deepening of education reform.
This paper is divided into three parts, focusing on the compiling of“professional identity scale of middle school PE teacher”, the analysis of the differences in professional identity of different groups of middle school PE teachers, and interviews with four teachers with different career lives. Based on the comprehensive results of this study, this author reaches the following conclusions: 1. School PE teachers’professional identity is a multi-dimensional structure composed of five elements: identity of value, identity of emotion, identity of ability, identity of sustainment and identity of dedication. The overall level of professional identity of school PE teachers is fairly high, but the level of the five factors is not balanced, the value identity level being the highest, while sustainment identity level being the lowest.
2. The“professional identity scale of middle school PE teacher”this research composed shows good reliability and validity, and it can be an efffective measurement for school PE teachers’professional identity.
3. The overall level of professional identity of school PE teachers at different stages of career (age, seniority, title) shows little conspicuous differences, but elements of internal structure and their focuses are different, showing stage characteristics of their professional identity. In the adaptation stage, the identity of emotion is high, and the identity of ability and sustainment is low, and teachers are more concerned about subject knowledge and skills and their adaptation to the working environment; in the development stage, professional identity dimensions have received a certain amount of development, teachers pay much attention to the teaching and learning process, and have higher requirements of their knowledge and skills; at maturity stage, the dedication identity and emotional identity experience some fluctuation, teachers put more stress on updating their teaching concepts and their influence on students’development; in expert stage, the internal strength of teachers’professional identity is not only high but also balanced, and teachers are very concerned about the integration of student development with educational concept and about the pursuit of the unity of personal and team development with national development.
4. There are no significant differences in gender identity of school PE teachers, which is not in conformity with others’researches. This means that school culture is more inclined to define female PE teachers as“physical education teachers”instead of“female teachers”, and it also reflects the training process of PE teachers and the characteristics of their working environment; school PE teachers with different income do not show significant differences in the degree of professional identity, and yet PE teachers are more concerned about the phenomenon of“unequal pay for equal work”in their schools, reflecting PE teachers’attitudes toward their unequal value; is there is no significant difference in the professional identity of PE teachers teaching different subjects (high school, junior high school); The differences of PE teachers’education, school locations (urban, rural) result in conspicuous difference of their professional identity.
5. The construction of middle school PE teachers’professional identity is started from the individual’s living world, not the nature of adoption of the role. PE teachers’career life is how they live a real life and how they describe their life experiences. In different fields and at different stages, teachers are always concerned with the problem“Who am I?”and they display the rich connotation of professional identity by asking such questions as“How I became a sports teacher?”“What type of PE teacher am I?”“What should I do when faced with administrative and teaching reform in my school?”“What is my future?”.
6. The source of middle school PE teachers’professional identity is very broad, including teachers’personal qualities, learning experience, pre-career education experience, reflection in teaching practice, the experience of life development, perception of the teaching environment and so on. The multiple sources of identity result in differences in PE teachers’professional identity, and even generate conflicts.
7. Critical incidents which school PE teachers experience have an important influence on the development of professional identity. It implies the choice-making in terms of self professional image and self professional identity when experiencing a critical incident. Whether a critical incident can be critical does not depend on its own, but rather on the teachers’reflection of their professional knowledge structure they already have, their choice of future professional goal and the decision-making process of how to implement their professional actions.
8. PE teachers play active roles in professional identity by following the“awakening-reflection-action”mode. During the adaptation period,“submission”provides teachers with a temporary strategy, and thus enables teachers to reflect on their teaching practice, almost with no voluntary behavior; in the development stage, teachers have gradually adapted to the teaching environment, and their ability to reflect is increased, but the action is still relatively limited; in the maturity stage, teachers can follow the“awakening-reflection-action”mode, being able to switch between the structure and voluntariness; in the expert stage, teachers flexibly grasp the relationship between the structure and voluntariness and develop their professional identity.
引文
①温家宝.政府工作报告[M].北京:人民出版社.2009.4
②中华人民共和国教师法·中华人民共和国教育法[M].北京:法律出版社.2009:1
①张培.生命的背离:现代教师生存状态透视. [J]教师教育研究.2009.21(1):50-55
②周建平.教师自我认同:危机与出路. [J]教师教育研究.2009.21(4):27-30
③吴文胜.教师职业认同:困境与理性回归[J]现代教育论丛,2008,(6)55-59
①李彦花.教师专业认同与教师专业成长[J]课程·教材·教法.2009.29(1):78-83
②Watson C. Narratives of Practice and the Construction of Identity in Teaching [J].Teachers and Teaching:Theory and Practice,2006,12(5):509-526.
③Judyth Sachs.Teacher professional identity:competing discourse. Competing outcomes [J]. Education Policy, 2001,16(2):155
④张敏.国外教师职业认同与专业发展研究述评[J]比较教育研究.2006.(2):77-81
⑤姜勇,钱琴珍,鄢超云.教师工作满意度的影响因素结构模型研究[J]心理科学.2006.29(4):331-338
⑥皇甫全等.课程与教学论[M].北京:北京师范大学出版社,2002:356-365
⑦洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
①冯建军.教育幸福是教师专业发展的重要维度.[J]人民教育.2008.(6):23-26
②杨春芳.主体发展:教师专业发展的应然取向——关于教师专业发展的反思. .[J]天津教科院学报.2006.(1):19-21
③周建平.教师自我认同:危机与出路. [J]教师教育研究.2009.21(4):27-30
④周淑卿.课程发展与教师专业[M].北京:九州出版社,2006:89
①陈作松,季浏.新体育课程的实施对体育教师提出的新要求[J]北京体育大学学报.2004.27(3):370-372
②李健,王荣民,董大力等.中学体育教师对教学自主性的认识. [J]北京体育大学学报.2004.27(5):663-666
③孙有平,张磊.中学体育教师专业化发展研究. [J]体育文化导刊.2008.(7):92-95
④潘凌云.从自在自我到自由自觉——体育教师专业发展的突破与超越[J]武汉体育学院学报.2008.42(6):93-96
②Goodson (Ed.), Studying teachers’lives(pp. 187-208). London: Routledge.转引自洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间[D]台湾师范大学博士学位论文.2007:24
③Smylie.M,Conyers.J. Changing conceptions of teaching influence the future of professional development [J]Journal of Staff Development,1991,12(1):12-16.
①Kompf, M. Introduction. In Kompf, M., Bond, W. R., Dworet D., & T. Boak(Eds.). Changing research and practice: Teachers’professionalism, identities and knowledge (pp. 1-4). [M]London: Falmer Press. 1996:2
②潘建芬,周志勇.改革开放30年我国中小学体育教师培训的实践探索.[J]继续教育研究.2009,(8):99-101
①Castells, Manuel. The Information Age: Economy, society, and culture, vol. II. The power of identity. [M]Oxford:lackwell.1997
②洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
③Beijaard, D. Verloop, N., & Vermunt, J. D. Teachers’perceprions of professional identity: An exploratory study from a personal knowledge perspective. [J]Teaching and teacher education, 2000.16: 749-764
①叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001:213
②周济.在学校体育工作会议上的讲话[J]中国学校体育2007(1)8-11
①袁贵仁.价值学引论[M].北京:北京师范大学出版社,1991:105-109
②吴遵民,秦洁,张松龄.我国教师继续教育的回顾与展望[J].教师教育研究,2010.22(3):1-8
①【加】查尔斯·泰勒.自我的根源:现代认同的形成[M].南京:译林出版社,2001:37
②梅萍.生命的意义与德育的关怀—对当代青年生存无意义感的理性反思.[EB/OL]www.cycs.org/cnartiche_detsil.asp?id=1018.转引自李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
①车文博.弗洛伊德主义原理选辑[M].沈阳:辽宁人民出版社,1988:375
②顾明远.教育学大词典[M].上海:上海教育出版社,1990:390
③朱智贤.心理学大词典[M]北京师范大学出版社,1989.990
④夏征农.辞海. [M]上海辞书出版社,1989年,433
⑤【美】埃里克·艾里克森著,孙名之译.同一性:青少年与危机. [M]杭州:浙江教育出版社,1998,116-119
①刘金花.儿童发展心理学. [M]华东师范大学出版社,1997,198
②夏征农.辞海. [M]上海辞书出版社,1989年,43
③Beijaard, D. Meijer, P. C., & Verloop, N. Reconsidering research on teachers’professional identity. [J]Teaching and Teacher Education, 2004.20:107-128.
④吉登斯.现代性与自我认同[M].北京:三联书店,1998:122.
⑤李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
①Schein E. Career dynamics: Matching individual and organizational needs. [M]Addison-Wesley Publishing Company, 1978:12
②London M. Toward a theory of career motivation.[J]Academy of Management Review, 1983, 8(4): 620-630
③Hall D.T. Chandler D E. Psychological success: when the career is a calling.[J]Journal of Organizational Behavior,2005, 26(2): 155-176
④Santrock J.W. Adolescence (11th Edition). [M]New York:McGraw-Hall, 2005: 399. 29.
⑤Mc Gowen KR, Hart LE. Still different after all these years: Gende differences in professional identity formation. [J]Professional Psychology: Research and Practice,1990,21:118-123
⑥沈之菲.近十年西方教师认同问题研究及启示.上海教育科研.2005.11:10-13
⑦Kompf, M. Introduction. In Kompf, M., Bond, W. R., Dworet D., & T. Boak(Eds.). Changing research and practice: Teachers’professionalism, identities and knowledge (pp. 1-4). [M]London: Falmer Press. 1996:2
①Mc Gowen KR, Hart LE. Still different after all these years: Gende differences in professional identity formation. [J]Professional Psychology: Research and Practice,1990,21:118-123
②Goodson, I. F.&Cole, A, L. Exploring the teacher's professional knowledge: Constructing identity and community. [J]Teacher Education Quarterly, 1994, 21(1): 85-105.
③Mawhinney.H. &Xu.F.Restructuring the identity of foreign-trained teaehers in Ontario school. [J]TESOL Quarterly.1997,31(3):632-639.
④Volkmann, M. J.&Anderson, M. A. Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher. [J] Science Education. 1998, 82(3): 293-310.
⑤Coldron, J.&Smith, R.. Active location in teachers' construction of their professional identities. [J]Journal of Curriculum Studies,1999, 31(6):711-726.
①Paechter, C.,&Head, J. Gender, identity, status and the body: Life in a marginal subject . [J]Gender and Education. 1996. 8(1): 21-29.
②Graham, R.,&Young, J. Curriculum, identity, and experience in multicultural education. [J]The Alberta Journal of Educational Research, 1998, 44(4): 397-407.
③Sachs, Judyth. Teacher professional identity:discourses, competing outcomes. [J] Journal ofEducation Policy, 2001, 16(2): 149-161
④孙志麟.师资培育制度变革下职前教师的专业认同.[J]台湾教育社会学研究.2001(2):59-89
⑤Ten Dam, Gait T M., Bolm, Sarah. Learning through participation. The potential of school-based teacher education for developing a professional identity. [J] Teaching and Teacher Education, 2006, 22(6): 647-660.
⑥Foucault, M. Technologies of self. [M] Boston: University of Massachusetts Press, 1988.
⑦Samuel, M.,&Stephens, D. Critical dialogues with self Developing teacher identities and roles-a case study of South Africa. [J] International Journal of Educational Research, 2000, 33(5): 475-491.
⑧Kelchtermans, Geert. Telling dreams: A commentary to Newman from a European context. [J]International Journal of Educational Research, 2000, 33: 209-211.
⑨Kompf, M. Bond, W.R. Dworet& Boak,R. T. (eds)., Changing research and practice; Teachers' Professionalism identities and knowledge[M]London: Falmer Press, 1996
⑩吴慎慎.教師专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
①于慧慧.中学青年教师职业认同现状研究—来自湖南省小城市中学的调查.[D]湖南师范大学硕士学位论文.2006.5
②方明军、毛晋平.我国大学教师职业认同现状的调查与分析[J]高等教育研究.2008.29(7):56-61
③Van Huizen, Peter., van Oers, Bert., Wubbels, Theo. A Vygotskian perspective on teacher education.[J]Journal of Curriculum Studies, 2005, 37(3): 267-290.
④Bullough,R.V ,&Baughman, K.First year teacher eight years later: An inquiry into teacher development.[J]New York: Teachers College Press, 1997.
⑤Mayer, D. Building teaching identities: implications for pre-service teacher education, paper presented tothe Australian Association for Research in Education, Melbourne, 1999.
⑥Steeley, Sherry L. Language, Culture, and professional identity: Cultural productions in a Bilingual Career Ladder Training Program. George Mason University, 2005.
⑦Sleegers, P.,&Kelchtermans, G .Inleiding op het themanummer: prefessionele identiteit van leraren(Introduction to the theme issue: Teachers' professional identity)[J]Pedagogisch Tijdschrift, 1999, 24(4): 369-373.
⑧Dillabough, T, A. Gender politics and conceptions of the modern teacher: Women, identity and professionalism. [J]British Journal of Sociology of Education, 1999, 20(3): 373-394.
⑨Samuel,M. & Stephens. D. Critical dialogues with self: Developing teacher identities and roles——a case study of South Africa.[J] International Journal of Educational Research,2000,33(5):475-491。
①Van den Berg, R. Teacher's meanings regarding educational practice. [J]Review of Educational 2002, 72(4): 377-623.
②秦奕.幼儿园教师职业认同结构要素与关键主题研究.[D].南京师范大学博士学位论文.2008.5
③魏淑华.教师职业认同与教师专业发展[D]曲阜师范大学硕士学位论文.2005.6
④魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
⑤周建平.教师自我认同:危机与出路. [J]教师教育研究.2009.21(4):27-30
⑥李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
①Beijaard, D. Verloop, N., & Vermunt, J. D. Teachers’perceprions of professional identity: An exploratory study from a personal knowledge perspective. [J]Teaching and teacher education, 2000.16: 749-764.
②沈之菲.近十年西方教师认同问题研究及启示[J]上海教育科研2005. (11)10-13
③李洋洋,王晓春:新课改背景下初中体育教师职业角色认同情况的调查研究.[J]鞍山师范学院学报.2007.9(4):88-91
①Moore,M.&Hofman,J.E.ProfessionaI identity in institutions of higher learning in IsraeI.[J]Higher Education,1998,17(1):79-79
②Kremer-Hayon, L., Faraj, H., & Wubbels, T. Burn-out among Israeli Arab school principals as a function of professional identity and interpersonal relationship with teachers.[J]International Journal of Leadership in Education, 2001.5(2), 149-162.
①汤国杰.普通高校体育教师职业认同理论模型构建与实证研究.[J]北京体育大学学报.2009. 32(3):98-101
②魏淑华.教师职业认同与教师专业发展[D]曲阜师范大学硕士学位论文.2005.6
③黄艳,刘中凯.中学体育教师职业认同感的调查研究.[J]浙江体育科学.2009.31(4):116-119
④Watson C. Narratives of Practice and the Construetion of Identity in Teaching[J].Teachers and Teaching: Theory and Practice,2006,12(5):509一526.
⑤Barker Chris. Culture、studies::Theory and Practice[M].London:Sage Publication,2000,166.
⑥deLauretis, T.Feminist students/critical studies: Issues, terms and, contexts. In T. deLauretis (Ed.),Feminist studies/critical studies(pp. 1-19).[M]Bloomington: Indiana University Press.1986:9
①Zembylas, M.Emotions and teacher identity: A poststructural perspective.[J]Teachers and Teaching: theory and practice, 2003.9(3), 213-238.
②Britzman, D. P.The terrible problem of knowing thyself: Toward a poststructural account of teachers’identity.[J]The Journal of Curriculum Theorizing,1992.9(3), 23-46.
③Sachs, Judyth. Teacher professional identity:discourses, competing outcomes. [J] Journal of Education Policy, 2001, 16(2): 149-161
④Britzman, D. P. Practice makes practice: A study of learning to teach. [M]New York: State University of New York Press.1991
⑤周淑卿.课程发展与教师专业[M].北京:九州出版社,2006:89
⑥Evron, N. C.Being art teachers negotiation of their beliefs and identity within the public school system. International Journal of Art Educational Research,2004.2(1):56-90
①Rex, L., & Nelson, M. C.How teachers’professional identities position high-stakes test preparation in their classroom. [J]Teacher College Record, 2004.106(6):1288-1331.
②MacLure, M.Arguing for your self: Idenetity as an organizing principle in teachers’jobs and lives.[J] British educational research journal, 1993.19(4):311-322.
③Clandinin, D. Jean &. Connelly, F. Michael.Teachers’professional knowledge landscapes: Teacher Stories-stories of teachers-school stories-stories of schools.[ J] Educational Researcher, 1999.25(3),24-30
①洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
①Kremer, L.﹠ Hofman, J. E. Teachers' professional identity and burnout.[J]Research in Education.1981, 34:89-93.
②Beijaard,D.Verloop,N.&Vermunt,J.D.Teachers’perceptions of professional identity:An exploratory study from a personal knowledge perspective.Teaching and Teacher Education,2000,16:749～764.
③于慧慧.中学青年教师职业认同现状研究—来自湖南省小城市中学的调查.[D]湖南师范大学硕士学位论文.2006.5
①方明军、毛晋平.我国大学教师职业认同现状的调查与分析[J]高等教育研究.2008.29(7):56-61
②严玉梅.高校教师职业认同、工作满意度与离职意向的关系研究——来自湖南省长沙市高校的调查.[D]湖南师范大学硕士学位论文.2008.5
③魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
④汤国杰.普通高校体育教师职业认同理论模型建构与实证研究. [J]北京体育大学学报.2009.32(3):98-101
⑤黄丽静.台北县国民小学教师专业认同、社区意识与专业表现之研究.[D].台湾师范大学硕士学位论文.2008.9
⑥秦奕.幼儿园教师职业认同结构要素与关键主题研究.[D].南京师范大学博士学位论文.2008.5
①刘秋颖,苏彦捷.初次就业个体的职业认同获得及其相关因素[J]北京大学学报(自然科学版),2007.43(2):257-264
②陈祥丽,张乐华,杨昭宁.护士职业认同量表的编制.[J]中国健康心理学杂志.2007.15(12):1136-1138
③于慧慧.中学青年教师职业认同现状研究—来自湖南省小城市中学的调查.[D]湖南师范大学硕士学位论文.2006.5
④魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
⑤李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
⑥黄艳,刘中凯.中学体育教师职业认同感的调查研究[J]浙江体育科学.2009.31(4):116-119
⑦Bloom,D.The role of higher education in fostering the personal development of teachers.InH.Hooghoff &A. M. van der Dussen,Teacher education and the world of work:Neweconomic,social and professional imperatives for the twenty-first century.Enschede:National Institute for Currieulum Development,1988:59-71.转引自魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
①黄丽静.台北县国民小学教师专业认同、社区意识与专业表现之研究.[D].台湾师范大学硕士学位论文.2008.9
②魏淑华.教师职业认同与教师专业发展[D]曲阜师范大学硕士学位论文.2005.6
③于慧慧.中学青年教师职业认同现状研究—来自湖南省小城市中学的调查.[D]湖南师范大学硕士学位论文.2006.5
④Beijaard,D.Verloop,N.&Vermunt,J.D.Teachers’perceptions of professional identity:An exploratory study from a personal knowledge perspective.Teaching and Teacher Education,2000,16:749～764.
⑤魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
⑥李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
①Moore,M.&Hofman ,J.E.ProfessionaI identity in institutions of higher learning in IsraeI.[J]Higher Education,1998,17(1):69-79.
②刘秋颖,苏彦捷.初次就业个体的职业认同获得及其相关因素[J]北京大学学报(自然科学版),2007.43(2):257-264
③严玉梅.高校教师职业认同、工作满意度与离职意向的关系研究——来自湖南省长沙市高校的调查.[D]湖南师范大学硕士学位论文.2008.5
①魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
②汤国杰.普通高校体育教师职业认同与工作满意度的关系研究.[J].心理科学2009.32(2):475—477
①杨佩茹.国中教师零体罚教育政策态度、教师效能、教师专业认同与教师组织承诺关系之研究——以台湾中部地区四县市为例[D].彰化师范大学硕士学位论文.2009.6
②周淑卿.课程发展与教师专业[M].北京:九州出版社,2006.5
③Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
④吴慎慎.教師专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
①Denver.Brickson,S..The impact of identity orientation on individual and organizational outcomes in demographically diverse settings. [J]Academy of Management Review,2000.25(1),82-101.
②Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
③黄丽静.台北县国民小学教师专业认同、社区意识与专业表现之研究.[D].台湾师范大学硕士学位论文.2008.9
①Holt-Reneynold, D. The dialogues of teacher education: Entering and influencing preservice teachers’internal conversations. [R]Research Report 91-4, East Lansing, MI: National Center for Research on Teacher Learning.转引自吴慎慎.教师专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
②Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
③王俪静.邱淑玫.成为教师:师院生的专业认同. [J]教育研究月刊,2002,58-72
④孙志麟.师资培育制度变革下职前教师的专业认同.[J]台湾教育社会学研究.2001.1(2):59-89
⑤Connelly, F. Michael & Clandinin, D. Jean. . Shaping a professional identity: Stories of educational practice.[M].New York: Teachers College Press.1999
⑥Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
⑦Day, C, Hadfield, M.“Metaphors for movement: accounts of professional development”InMichael Kompf, W. Richard Bond, Don Dworet & R. Terrance Book[M].,Changing research and practice; Teachers’professionalism identities and knowledge, pp.78-89, London: Falmer Press.1996
①Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
②黄丽静.台北县国民小学教师专业认同、社区意识与专业表现之研究.[D].台湾师范大学硕士学位论文.2008.9
③黄丽静.台北县国民小学教师专业认同、社区意识与专业表现之研究.[D].台湾师范大学硕士学位论文.2008.
④孙志麟.师资培育制度变革下职前教师的专业认同.[J]台湾教育社会学研究.2001.1(2):59-89
①Lasky, S. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. [J]Teaching and Teacher Education, 2005.21, 899-916.
②张敏.国外教师职业认同与专业发展研究述评[J]比较教育研究.2006.(2):77-81
③魏淑华.山显光.国外教师职业认同的研究现状[J]外国教育研究.2005.32(3):15-17
①Pacchter,C.,&Head,J.Gender,identity,status and the body:Life in a marginal subject.Gender and Education,1996,8(1):21-29
②田强.中学体育教师的职业困境与自我发展[J]体育学刊.2006.13(6):136-138
③Stroot, S., Collier, C., O’sullivan, M. & England, K. Hoops and hurdles:workplace conditions in secondary physical education. [J] Journal of Teaching in Physical Education, 1994.(13):342–360.
④Macdonald, D. &Kirk, D. Pedagogy, the body and Christian identity, [J]Sport, Education and Society, 1999.4(2):131–142.
①Angela o’Connor & Doune Macdonald. Up Close and Personal on Physical Education Teachers’Identity: Is Conflict an Issue? [J]Sport, Education and Society, 2002.7(1): 37–54
②黄生勇,张颖,张渊等.论“体育与健康”教育研究中的教师研究——构建积极“教师自我”中的问题与对策. [J]西安体育学院学报.2006.23(6):119-122
③田强.中学体育教师的职业困境与自我发展[J]体育学刊.2006.13(6):136-138
④张慧芳,张海平.阻挠与抗拒——解析《体育与健康》新课程实施下的教师改变[J]北京体育大学学报.2004.27(10):1391-1393
①潘凌云.从自在自发到自由自觉——体育教师专业发展的突破与超越[J]武汉体育学院学报.2008.42(6):93-96
②胡红.体育教师需要与激励的现状及相关研究[J]北京体育大学学报.2004.27(11):1487-1489
③孙有平,张磊.中学体育教师专业化发展研究. [J]体育文化导刊.2008.(7):92-95
④孙有平,张磊.中学体育教师专业自主现状及其影响因素的调查与分析. [J]体育学刊.2009.16(2):68-72
①汤国杰.普通高校体育教师职业认同与工作满意度的关系研究.[J].心理科学2009.32(2):475-477
②黄艳,刘中凯.中学体育教师职业认同感的调查研究[J]浙江体育科学.2009.31(4):116-119
①黄汉升.体育科学研究的方法学探索——基于中国体育学300篇博士学位论文的调查与分析.[J]体育科学.2009.29(9):3-17
②袁方.社会科学研究方法教程[M]北京:北京大学出版社.1997
③风笑天.社会学研究方法[M]北京:北京大学出版社.2001.3
④Viadero D.Mixed Methods’research examined researchers see pros and cons of‘Mixed Methods’studies[N].Education Week.2005.1.26.
⑤Johnson.R.B.&Onwuegbuzie. Mixed methods research: a research paradigm whose time has come[J].Educational Researcher,2004,(33):12-26.转引自田虎伟.混合方法研究:美国教育研究中的新范式.[J]高等教育研究.2006.27(11):74-78
⑥Johnson.R.B.&Onwuegbuzie. Mixed methods research: a research paradigm whose time hascome[J].Educational Researcher,2004,(33):12-26.转引自田虎伟.混合方法研究:美国教育研究中的新范式.[J]高等教育研究.2006.27(11):74-78
①Howe K.R. Against the quantitative一qualitative incompatibility thesis or dogmas diehard . [J]Education Researcher.1992.2(17):10-16.
②邓猛、潘剑芳.论教育研究中的混合方法设计. [J]教育研究与试验.2002.(3):56-61
③刘万海.从“课程”到“教师”——课程研究域的转向与教师文化重建.[J]全球教育展望.2004.(8):50-51
①田麦久.我国体育科学的新征程——第七届全国体育科学大学学术总结[J]体育科学.2005.25(3):3-7
②黄汉升.体育科学研究的方法学探索——基于中国体育学300篇博士学位论文的调查与分析.[J]体育科学.2009.29(9):3-17
①Denzin, N. & Lincoln, Y. (eds.). Handbook of qualitative research.[M]Thousand Oaks, Califage.1989
②Linde, Charlotte. Life stories: The creation of coherence.[M]Oxford University Press.1993
③吴慎慎.教师专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
④洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
①王丽云.自传/传记/生命史在教育研究上的应用. [M](台湾)中正大学教育研究所编(2000),质的研究方法, 265-306。高雄:丽文文化.2000
②Newman, W. L. Social research methods: Qualitative and quantitative approaches.[M]Boston: Allyn and Bacon.1997
③【加】马克思·范梅南,宋广文等译.生活体验研究.[M]北京:教育科学出版社.2003
④【加】马克思·范梅南,宋广文等译.生活体验研究.[M]北京:教育科学出版社.2003
①秦奕.幼儿园教师职业认同结构要素与关键主题研究.[D].南京师范大学博士学位论文.2008.5
②秦奕.幼儿园教师职业认同结构要素与关键主题研究.[D].南京师范大学博士学位论文.2008.5
③魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
④严玉梅.高校教师职业认同、工作满意度与离职意向的关系研究——来自湖南省长沙市高校的调查.[D]湖南师范大学硕士学位论文.2008.5
⑤Kremer,L.and Hofman,J.E.Teachers’professional identity and burnout[J].Research in Education,198l,34:89-93.
⑥Beijaard,D.,Verloop,N.&Vermunt,J.D.Teachers’perceptional identity:An exploratory study from apersonal knowledge perspective[J].Teaching and Teacher Education,2000,16:749-764.
⑦Brickson,S.D.The impact of identity orientation on individual and organizational outcomes in demographically diverse settings.Academy of Management Review,2000,25(1):82转引自沈之菲.近十年西方教师认同问题研究及启示[J].上海教育科研.2005(1):10-13.
⑧Flores,Maria Assuncao&Day,Christopher.Contexts which shape and reshape new teachers’identities:A multi-perspective study[J].Teaching&Teacher Education,2006,22(2):219-232.
⑨Pacchter,C.,&Head,J.Gender,identity,status and the body:Life in a marginal subject.Gender and Education,1996,8(1):21-29.
①Kelchtermans, Geert. Telling dreams: A commentary to Newman from a European context.[J] International Journal of Educatonal Research. 2000.33: 209-211.
②Dworet, D.Teachers' identities: Overview. In Michael Kompf, W. Richard Bond, Don Dworet&R. Terrance Boak(Eds.), Changing research and practice: Teachers' professionalism identities and knowledge[M]. London: Falmer Press,l996, 67-68.
①李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
②朱新卓.教师专业化的现代性困境.[J].高等教育研究.2005.(1):50-55
①Holland,John.L.:The Vocational ldentity Scale:A diagnostic and treatment tool. Journal of Career Assessment,1993.Voll(1)
②Carson&Bedeian:“career commitment:Construction of a measured examination of its Psyehometric ProPerties,Journal of vocational behavior,1994,44(3)
①Nunnally,J.C. PSychometric Theory.[M].N.Y:McGraw.Hill,1978
①戴忠恒.心理与教育测量. [M]上海:华东师范大学出版社,1987
①荣泰生.AMOS与研究方法.[M]重庆:重庆大学出版社.2009.3
②温忠麟,侯杰泰,马什赫伯特.结构方程模型检验:拟合指数与卡方准则.心理学报,2004,36(2)186-192.
①魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
①Van den Berg, R.“Teacher's meanings regarding educational practice”. Review of Educational.2002, 72(4): 577-625
①Beijaard, D., Verloop, N., & Vermunt, J. D. Teachers’perceprions of professional identity: An exploratory study from a personal knowledge perspective. [J]Teaching and teacher education, 2000.16: 749-764.
②于慧慧.中学青年教师职业认同现状研究——来自湖南省小城市中学的调查.[D]湖南师范大学硕士学位论文.2006.5
③魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
④庞红卫.中小学教师职业认同与职业卷入状况的调查研究.[ J].现代教育科学. 2008.(2):103-106
①李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
②黄丽静.台北县国民小学教师专业认同、社区意识与专业表现之研究.[D].台湾师范大学硕士学位论文.2008.9
③黄艳,刘中凯.中学体育教师职业认同感的调查研究[J]浙江体育科学.2009.31(4):116-119
①于慧慧.中学青年教师职业认同现状研究—来自湖南省小城市中学的调查.[D]湖南师范大学硕士学位论文.2006.5
②魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
③李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
④周细琴.王伟.中学体育教师职业声望的形成及其发展.[J]体育学刊.2003.10(3):109-110
⑤黄艳,刘中凯.中学体育教师职业认同感的调查研究[J]浙江体育科学.2009.31(4):116-119
①寇冬泉.教师职业生涯高原:结构、特点及其与工作效果的关系.[D]西南大学博士学位论文,2007.5
②楷体部分的内容均来自个案的生命史访谈,本章下同。
①Beijaard,D .Teachers' prior experiences and actual perceptions of professional identity[J ],Teachers and teaching: theory and Practice,19 95,1( 2):281-291
②Lasky, S. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. [J]Teaching and Teacher Education, 2005.21, 899-916.
③吴慎慎.教师专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
④Keay, J. What is a PE teacher's role? The influence of learning opportunities on roledefinition[J].Sport, Education & Society; 2006, Vol.11(4):369-383
①李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
②李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
①魏淑华.教师职业认同与教师专业发展[D]曲阜师范大学硕士学位论文.2005.6
②魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
③许新年.湖南省高校体育教师自我职业认同现状的调查与分析.[D]湖南师范大学硕士学位论文.2006.6
④胡红.体育教师需要与激励的现状及相关研究[J]北京体育大学学报.2004.27(11):1487-1489
①转引自吴慎慎.教师专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
①Goodson, I.Professional knowledge and the teacher’s life and work. In C. Day, A. Fernandez, T. E. Hauge, & J. Mollerb(Eds.), The life and work of teachers: International perspectives in changing times .[M].London: The Falmer Press. 2000:13-25
②Ritchie, J. S. & Wilson, D. E.Teacher narrative as critical inquiry: Rewriting the script.[M] New York: Teachers College Press.2000:20
③Matthew B. Miles和A. Michael Huberman著.张芬芬译.质性资料的分析:方法与实践.[M]重庆:重庆大学出版社.2008.3:39
④Fuller,F. &Bown,O.Becoming a teacher.In K. Ryan(Ed.),Teacher education. [M]Chicago,IL:University of Chicago press.1975
⑤叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001.10:338
①罗琴,廖诗艳.教师专业发展的阶段性:教学反思视角.现代教育科学2005.(2):71-73
②孙老师1998年退休,但如今仍返聘在职。
①【加】马克思·范梅南,宋广文等译.生活体验研究.[M]北京:教育科学出版社.2003
①洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
①Connelly,F. Michael&Clandinin,D.Jean(eds.)Shaping a professional identity:Stories of educational practice.New York:Teachers College Press.1999
①罗琴,廖诗艳.教师专业发展的阶段性:教学反思视角.现代教育科学2005.(2):71-73
①编委会.中华人民共和国体育史.[M]北京:中国书籍出版社,1999.9:124
①Judyth Sachs.Teacher professional identity:competing discourse. Competing outcomes [J]. Education Policy, 2001,16(2):155
②Kelchtermans, Geert. Telling dreams: A commentary to Newman from a European context.[J] International Journal of Educatonal Research. 2000.33: 209-211.
①Zembylas, M.. Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: theory and practice,2003. 9(3): 213-238.
②张敏.国外教师职业认同与专业发展研究述评[J]比较教育研究.2006.(2):77-81
①Linde, Charlotte. Life stories: The creation of coherence. Oxford University Press. 1993:216
②Connelly, F. M., & Clandinin, D. J.. Shaping a professional identity: Stories of educational practice. [M].New York: Teachers College Press. 1999
①Kelchtermans, Geert. Telling dreams: A commentary to Newman from a European context.[J] International Journal of Educatonal Research. 2000.33: 209-211.
①Kelchtermans, Geert. Telling dreams: A commentary to Newman from a European context.[J] International Journal of Educatonal Research. 2000.33: 209-211.
②Rex, L., & Nelson, M. C.How teachers’professional identities position high-stakes test preparation in their classroom. [J]Teacher College Record, 2004.106(6):1288-1331.
①Connelly, F. M., & Clandinin, D. J. Shaping a professional identity: Stories of educational practice. [M].New York: Teachers College Press. 1999
②Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
①吴慎慎.教师专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
②Kelchtermans, Geert. Telling dreams: A commentary to Newman from a European context.[J] International Journal of Educatonal Research. 2000.33: 209-211.
①Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
①Holt-Reynolds. D. The dialogues of teacher education: Entering and influencing preservice teachers’internal conversations. [R]Research Report in National Center for Research on Teacher Learning, East Lansing,1991
②周凤美、宋佩芬.实习教师建构教师专业认同之研究.[J]新竹师范学院学报,2005.20:1-26
①Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
①洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
②Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
①Tennant, Mark.Adult learning for self-development and change. [M]In Arthur L. Wilson and Elisabeth R. Hayes(eds.), Handbook of adult and continuing education, 2000.17(6):87-100.
②Erickson, E. H. Identity and the life cycle. [M].New York: International University Press.1959
①Proweller,Amira.&Mitchener,Carole P. Building teacher identity with urban youth:voices of beginning middle school science teachers in an alternative certification Program. [J]Journal of research in science teaching,2004,41(10):1044-1062.
②Bullough,R.Uncertain lives:Children of Promise,Teachers of hope. [M]New York:Teachers College Press.2001.
③Clandinin,J.Developing rhythm in teahing:The narrative study of a beginning teacher,s personal practical knowledge of classrooms. [J]Curriculum Inquiry,1989,19:121-141.
④Flores,Maria Assuncao&Day,ChristoPpher.Contexts which shape and reshape new teachers’identities:A multi-perspective study. [J]Teaching&Teacher Education.2006,22(2):219-232.
⑤Lacey,C.The socialization of teachers. [M]London:Methuen and Co,1977.
①Lasky, S. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. [J]Teaching and Teacher Education, 2005.(21):899-916
②Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’perceprions of professional identity: An exploratory study from a personal knowledge perspective. [J]Teaching and teacher education.(16):749-764.
①秦奕.幼儿园教师职业认同结构要素与关键主题研究.[D].南京师范大学博士学位论文.2008.5
①Beijaard, D., Verloop, N., & Vermunt, J. D. Teachers’perceprions of professional identity: An exploratory study from a personal knowledge perspective. [J]Teaching and teacher education, 2000.16: 749-764.
②Beijaard, D., Meijer, P. C., & Verloop, N. Reconsidering research on teachers’professional identity. [J]Teaching and Teacher Education, 2004.20:107-128.
①叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001.10:282-300
①曾宁波.论教师专业成长中的“关键事件”[J].现代教育科学,2004 (4): 17-21.
①洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
①Clandinin, D. Jean &. Connelly, F. Michael.Teachers’professional knowledge landscapes: Teacher Stories-stories of teachers-school stories-stories of schools.[J] Educational Researcher, 1999.25(3), 24-30
①陆春萍,邓伟志.社会实践:能动与结构的中介——吉登斯结构化理论阐释.[J]学习与实践.2006.(2):76-83
②洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
①Britzman, D. P. (1991). Practice makes practice: A study of learning to teach. New York: State University of New York Press.
①叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001
②姜勇.从实体性思维到实践性思维:国外教师发展新取向.[J]外国教育研究.2005.(3) 1-4
①Evron, N. C.Being art teachers negotiation of their beliefs and identity within the public school system. International Journal of Art Educational Research,2004.2(1):56-90
②Paechter, C.,&Head, J. Gender, identity, status and the body: Life in a marginal subject . [J]Gender and Education. 1996. 8(1): 21-29
③Antonek, J. L., Mccormick, D. E., & Donato, R. The student teacher profolio as autobiography: Developing a professional identity. The Modern Language Journal, 1997.81(1):15-27.
①Macdonald, D. & Kirk, D. Pedagogy, the body and Christian identity, [J]Sport, Education and Society, 1999.4(2):131–142.
②Evron, N. C.Being art teachers negotiation of their beliefs and identity within the public school system. International Journal of Art Educational Research,2004.2(1):56-90
③田强.中学体育教师的职业困境与自我发展.[J]体育学刊.2006.13(6):136-138
④洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
[1]编委会.新华辞典, [M]商务印书馆2000.7
[2]蔡辰梅,刘刚.“教师是一个良心活”——对教师职业认同方式的分析与反思[J].教师教育研究,2010.22(1):6-11
[3]曹丽云.社会占位和长春市高校体育教师角色自我认同[D]长春工业大学硕士学位论文.2007
[4]曹如军.高等教育多学科研究与混合方法研究之比较[J]江苏高教2008(4)25-28
[5]陈祥丽,张乐华,杨昭宁.护士职业认同量表的编制.[J]中国健康心理学杂志.2007.15(12):1136-1138
[6]陈雁飞.论改革开放30年我国体育师资队伍建设与发展历程[J]首都体育学院学报.2009.21(4):446-448
[7]陈作松,季浏.新体育课程的实施对体育教师提出的新要求[J]北京体育大学学报.2004.27(3):370-372
[8]楚江亭.风险社会与教师自我认同危机.[J]教师教育研究.2009.21(1):56-61
[9]戴忠恒.心理与教育测量. [M]上海:华东师范大学出版社,1987
[10]邓猛、潘剑芳.论教育研究中的混合方法设计. [J]教育研究与试验.2002.3:56-61
[11]方明军、毛晋平.我国大学教师职业认同现状的调查与分析[J]高等教育研究.2008.29(7):56-61
[12]冯建军.教育幸福是教师专业发展的重要维度.[J]人民教育.2008.(6):23-26
[13]风笑天.社会学研究方法[M].北京:中国人民大学出版社,2001.3
[14]高芹.解读“关键事件”:教师隐性教育知识显性化的新视角.教育导刊.2007.(7)上:35-37
[15]高慎英.教师成为研究者一教师专业化问题探讨. [J]教育理论与实践.1998.3
[16]顾明远.教育学大词典[M].上海教育出版社,1990.3
[17]海桦.教师专业化的内涵与途径[J]当代教育科学2003,(10):8
[18]汉语大辞典编纂处:汉语大辞典[M]商务印书馆,2003
[19]何耀慧.从博弈论的视角看中小学体育课程改革推行缓慢的原因[J]南京体育学院学报.2009.23(1):93-95
[20]何珊云.课程改革背景中的教师专业认同研究.[D]华东师范大学硕士学位论文.2009.3
[21]洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
[22]胡红.体育教师需要与激励的现状及相关研究[J]北京体育大学学报.2004.27(11):1487-1489
[23]黄爱峰.体育教师教育的专业化研究[D]南京师范大学博士学位论文.2005.6
[24]黄汉升.体育科学研究的方法学探索——基于中国体育学300篇博士学位论文的调查与分析.[J]体育科学.2009.29(9):3-17
[25]黄汉升.中国体育教师教育改革的理论与实践[M].北京:高等教育出版社,2004.11
[26]黄丽静.台北县国民小学教师专业认同、社区意识与专业表现之研究.[D].台湾师范大学硕士学位论文.2008.9
[27]皇甫全等.课程与教学论[M].北京:北京师范大学出版社,2002
[28]黄生勇,张颖,张渊等.论“体育与健康”教育研究中的教师研究——构建积极“教师自我”中的问题与对策. [J]西安体育学院学报.2006.23(6):119-122
[29]黄艳,刘中凯.中学体育教师职业认同感的调查研究[J]浙江体育科学.2009.31(4):116-119
[30]季浏.体育与健康课程标准实施过程中应注意的几个问题. [J]上海体育学院学报.2006.30(4):76-80
[31]贾爱武.外语教师专业发展的理论与实践.[D]华东师范大学博士学位论文.2003.3
[32]【加】马克思·范梅南,宋广文等译.生活体验研究.[M]北京:教育科学出版社.2003
[33]【加】达伦·乔治,保罗·马勒里.商佳音,胡月琴译.心理学专业SPSS14.0步步通.[M]北京:世界图书出版公司.2009.1
[34]姜勇.从实体性思维到实践性思维:国外教师发展新取向.[J]外国教育研究.2005.(3):1-4
[35]姜勇,钱琴珍,鄢超云.教师工作满意度的影响因素结构模型研究[J]心理科学.2006.29(4):331-338
[36]教育部基础教育司.教师专业化的理论与实践. [M]人民教育出版社,2001
[37]金美福.教师自主发展论.[D]东北师范大学博士学位论文.2003.3
[38]金吾伦.跨学科研究引论[M].北京:中央编译出版社,1997.5
[39]蒋晓虹.教师职业认同的内涵与策略分析[J]全球教育展望.2009.38(2):70-72
[40]寇冬泉.教师职业生涯高原:结构、特点及其与工作效果的关系.[D]西南大学博士学位论文,2007.5
[41]李芳.论教师职业认同对教师专业发展的意义[J]濮阳职业技术学院学报2007,20(2):99-100
[42]李健,王荣民,董大力等.中学体育教师对教学自主性的认识. [J]北京体育大学学报.2004.27(5):663-666
[43]李彦花.教师专业认同与教师专业成长[J]课程·教材·教法.2009.29(1):78-83
[44]李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
[45]李洋洋等.新课改背景下初中体育教师职业能力认同情况的调查研究[J]沈阳体育学院学报2007,26(1):80-82
[46]林崇德.心理学大辞典[M]上海教育出版社,2003
[47]刘捷.专业化:挑战21世纪的教师[M]北京:教育科学出版社2002.
[48]刘金花.儿童发展心理学. [M]华东师范大学出版社,1997
[49]刘秋颖,苏彦捷.初次就业个体的职业认同获得及其相关因素[J]北京大学学报(自然科学版),2007.43(2):257-264
[50]刘秋颖等.职业认同发展的个案研究[J]中国临床心理学杂志2006, 14(1):49-51
[51]刘喜富.教师职业认同的指向和态势[J]当代教育论坛2007(9)64-65
[52]陆春萍,邓伟志.社会实践:能动与结构的中介——吉登斯结构化理论阐释.[J]学习与实践.2006.(2):76-83
[53]罗琴,廖诗艳.教师专业发展的阶段性:教学反思视角.现代教育科学2005.(2):71-73
[54]罗小兵,王斌,鲁长芬.普通高校体育教师职业生涯发展不同阶段组织承诺与离职倾向关系研究[J]北京体育大学学报.2008.31(3):384-386
[55]【美】Thomas R. Guskey著.方乐等译.教师专业发展评价[M]中国轻工业出版社,2005.2
[56]【美】W. Lawrenee Neuman著,郝大海译.社会研究方法. [M]北京:中国人民大学出版社,2007.1
[57]【美】Matthew B.和A. Michael Huberman著,张芬芬译.质性资料的分析:方法与实践. [M]重庆:重庆大学出版社,2008.3
[58]【美】埃里克·艾里克森著,孙名之译.同一性:青少年与危机. [M]浙江教育出版社,1998
[59]【美】埃文·赛德曼著,周海涛译.质性研究中的访谈:教育与社会科学研究者指南. [M]重庆:重庆大学出版社,2009.1
[60]【美】约翰·杜威著,王承绪译.民主主义与教育. [M]人民教育出版社.2001.
[61]【美】约翰·W·克雷斯威尔著,崔延强译.研究设计与写作指导:定性、定量与混合研究的路径. [M]重庆:重庆大学出版社,2007.1
[62]潘惠玲.教育研究的取径:概念与应用[M].上海:华东师范大学出版社,2005.6
[63]潘建芬,周志勇.改革开放30年我国中小学体育教师培训的实践探索.[J]继续教育研究.2009,(8):99-101
[64]潘凌云.从自在自我到自由自觉——体育教师专业发展的突破与超越[J]武汉体育学院学报.2008.42(6):93-96
[65]潘凌云.向反思型体育教师转变的背景与策略[J].体育学刊.2006.13(6):78-81
[66]庞红卫.中小学教师职业认同与职业卷入状况的调查研究.[J].现代教育科学. 2008.(2):103-106
[67]彭茜.三十年来教师专业化的国际回顾和展望[J]外国教育研究.2002.(2):61
[68]秦奕.幼儿园教师职业认同结构要素与关键主题研究.[D].南京师范大学博士学位论文.2008.5
[69]任勇,刘正国.体育教师职业倦怠现象的解析及策略[J]山东体育学院学报2008.24(1):94-96
[70]荣泰生.AMOS与研究方法.[M]重庆:重庆大学出版社.2009.3
[71]申燕,吴琳娜,张景焕.优秀教师成长历程的质性研究[J].当代教育科学.2009.(6):25-30
[72]沈伊默.从社会交换的角度看组织认同的来源及效益.[J]心理学报.2007.39(5):918-925
[73]沈之菲.近十年西方教师认同问题研究及启示[J]上海教育科研2005. (11):10-13
[74]孙有平,张磊.中学体育教师专业化发展研究. [J]体育文化导刊.2008.(7):92-95
[75]宋会君.体育教师专业化之研究[D]北京体育大学博士学位论文2005.6
[76]孙有平,张磊.中学体育教师专业自主现状及其影响因素的调查与分析. [J]体育学刊.2009.16(2):68-72
[77]孙钰华.教师职业认同对教师幸福感的影响.[J]宁波大学学报(教育科学版).2008.30(5):70-73
[78]孙志麟.师资培育制度变革下职前教师的专业认同.[J]台湾教育社会学研究.2001.1(2):59-89
[79]汤国杰.普通高校体育教师职业认同与工作满意度的关系研究.[J].心理科学2009.32(2):475—477
[80]汤国杰.普通高校体育教师职业认同理论模型建构与实证研究. [J]北京体育大学学报.2009.32(3):98-101
[81]唐炎,刘昕,周登嵩.言语行为与角色呈现———对36名体育教师的实证分析[J].北京体育大学学报.2008.31(11):1534-1540
[82]唐玉光.教师专业发展的研究[J]外国教育资料1999,(6):39
[83]田虎伟.混合方法研究:美国教育研究中的新范式.[J]高等教育研究.2006.27(11):74-78
[84]田麦久.我国体育科学的新征程——第七届全国体育科学大学学术总结[J]体育科学.2005.25(3):3-7
[85]田强.中学体育教师的职业困境与自我发展.[J]体育学刊.2006.13(6):136-138
[86]王家宏.21世纪体育教育人才培养的研究.[M]北京:北京体育大学出版社.2007
[87]王丽云.自传/传记/生命史在教育研究上的应用. [M](台湾)中正大学教育研究所编,质的研究方法, 265-306.高雄:丽文文化.2000
[88]王熙.质性研究中的多重研究关系和伦理“雷区”:一位行动研究者的自反性思考[J].教育研究.2009.5(4):69-76
[89]魏钧.组织认同的基础理论、测量及相关变量.[J]心理科学研究进展.2007.15(6):948-955
[90]魏淑华.山显光.国外教师职业认同的研究现状[J]外国教育研究.2005.32(3):15-17
[91]魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
[92]魏淑华.教师职业认同与教师专业发展[D]曲阜师范大学硕士学位论文.2005.6
[93]温家宝.政府工作报告[M].北京:人民出版社.2009.4
[94]温忠麟,侯杰泰,马什赫伯特.结构方程模型检验:拟合指数与卡方准则.心理学报,2004,36(2):186-192.
[95]吴明隆.SPSS统计应用实务——问卷分析与应用统计.[M]北京:科学出版社.2009.7
[96]吴明隆.结构方程模型——AMOS的操作与应用.[M]重庆:重庆大学出版社.2009.7
[97]吴慎慎.教师专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
[98]吴文胜.教师职业认同:困境与理性回归[J]现代教育论丛,2008,(6):55-59
[99]吴遵民,秦洁,张松龄.我国教师继续教育的回顾与展望.[J].教师教育研究,2010.22(3):1-8
[100]许新年.湖南省高校体育教师自我职业认同现状的调查与分析.[D]湖南师范大学硕士学位论文.2006.6
[101]夏征农主编.辞海. [M]上海辞书出版社,1989
[102]严玉梅.高校教师职业认同、工作满意度与离职意向的关系研究——来自湖南省长沙市高校的调查.[D]湖南师范大学硕士学位论文.2008.5
[103]杨春芳.主体发展:教师专业发展的应然取向——关于教师专业发展的反思. .[J]天津教科院学报.2006.(1):19-21
[104]杨贵仁.中国学校体育的改革与实践[M].北京:高等教育出版社,2006.7
[105]杨佩茹.国中教师零体罚教育政策态度、教师效能、教师专业认同与教师组织承諾关系之研究—以台湾中部地区四县市为例[D].彰化师范大学硕士学位论文.2009.6
[106]叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001.10
[107]于慧慧.中学青年教师职业认同现状研究—来自湖南省小城市中学的调查.[D]湖南师范大学硕士学位论文.2006.5
[108]袁贵仁.价值学引论[M].北京:北京师范大学出版社,1991
[109]曾广林.中学体育教师专业道德及其建设研究[D].福建师范大学博士学位论文.2009.6
[110]曾天山.教育科研的视野与方向[M].北京:教育科学出版社,2009.7:
[111]张慧芳,张海平.阻挠与抗拒——解析《体育与健康》新课程实施下的教师改变[J]北京体育大学学报.2004.27(10):1391-1393
[112]张贵新.对教师专业化的理念、现实与未来的探讨[J]外国教育研究2002,(2):52
[113]张惠珍.我国中小学体育教师专业化发展研究[D]2006西北师范大学硕士学位论文
[114]张力为.体育科学研究方法[M].北京:高等教育出版社,2004.5
[115]张敏.国外教师职业认同与专业发展研究评述[J]比较教育研究2006.(2) :77-81
[116]张培.生命的背离:现代教师生存状态透视. [J]教师教育研究.2009.21(1):50-55
[117]赵明仁.教学反思与教师专业发展[M].北京:北京师范大学出版社,2009.6
[118]赵康.专业、专业属性及判断成熟的六条标准. [J]社会学研究2000.5
[119]张丽艳.管理教练功能的多维结构及对员工绩效和工作满意度的影响研究[J]软科学.2009.23(1):99-103
[120]中华人民共和国教师法·中华人民共和国教育法.[M].北京:法律出版社.2009:1
[121]钟祖荣.论教师专业发展的现代理念[J]中小学管理2003.(1):30
[122]周凤美、宋佩芬.实习教师建构教师专业认同之研究.[J]新竹师范学院学报,2005.20:1-26
[123]周济.在学校体育工作会议上的讲话[J]中国学校体育2007(1):8-11
[124]周建平.教师自我认同:危机与出路. [J]教师教育研究.2009.21(4):27-30
[125]周淑卿.课程发展与教师专业[M].北京:九州出版社,2006
[126]周细琴.王伟.中学体育教师职业声望的形成及其发展.[J]体育学刊.2003.10(3):109-110
[127]周艳丽.周珂.河南省高中体育教师工作满意度调查[J]广州体育学院学报2003.23(4):53-56
[128]朱伏平,张宁俊.职业认同与组织认同关系研究[J].商业研究.2010.(1):68-71
[129]朱新卓.教师专业化的现代性困境.[J].高等教育研究.2005.(1):50-55
[130]朱智贤.心理学大词典[M]北京师范大学出版社,1989.
[1] Angela o’Connor & Doune Macdonald. Up Close and Personal on Physical Education Teachers’Identity: Is Conflict an Issue? [J].Sport, Education and Society, 2002.7(1): 37–54
[2] Antonek, J. L., Mccormick, D. E., & Donato, R. The student teacher profolio as autobiography: Developing a professional identity. [J].The Modern Language Journal, 1997.81(1):15-27.
[3] Beijaard, D. Meijer, P. C., & Verloop, N. Reconsidering research on teachers’professional identity. [J]Teaching and Teacher Education, 2004.20:107-128.
[4] Beijaard, D. Verloop, N., & Vermunt, J. D. Teachers’perceprions of professional identity: An exploratory study from a personal knowledge perspective. [J]Teaching and teacher education, 2000.16: 749-764.
[5] Britzman, D. P. Practice makes practice: A study of learning to teach. [M]New York: State University of New York Press.1991
[6] Britzman, D. P.The terrible problem of knowing thyself: Toward a poststructural account of teachers’identity.[J]The Journal of Curriculum Theorizing,1992.9(3), 23-46.
[7] Bullough,R.V ,&Baughman, K.First year teacher eight years later: An inquiry into teacher development.[J]New York: Teachers College Press, 1997.
[8] Carson T. and Johnston I.. Cultural Difference and Teacher Identity Formation:The Need for a Pedagogy of Compassion[J]. Journal for the Psychoanalysis of Culture & Society, 2001.6(2), 259-264
[9] Castells, Manuel. The Information Age: Economy, society, and culture, vol. II. The power of identity. [M]Oxford:lackwell.1997
[10] Christopher Day, Alison Kington, Gordon Stobart and Pamammons.The personal and professional selves of teachers: stable and unstable identities.[J]British Educational Research Journal2006.32(4): 601–616
[11] Clandinin, D. Jean &. Connelly, F. Michael.Teachers’professional knowledge landscapes: Teacher Stories-stories of teachers-school stories-stories of schools.[ J] Educational Researcher, 1999.25(3), 24-30
[12] Coldron.J.&Jmith.R.Active Location in teachers'Construction of their Professional identities[J]Journal of Curriculum Studies 1999.31(6):711-726
[13] Connelly,F.M. &Anderson,M.A.Shaping a professional identity:Stories of education practice. [J].Teaching and Teacher Education,2001
[14] Dawn Joseph&Marina Heading.Putting Theory into Practice: Moving from Student Identity toTeacher Identity[J]. Australian Journal of Teacher Education.2010.35(3):75-87
[15] Day, C. Hadfield, M. (1996). Metaphors for movement: accounts of professional development. In Michael Kompf, W. Richard Bond, Don Dworet & R. Terrance Boak(Eds).,Changing research and practice; Teachers’professionalism identities and knowledge. [M]London: Falmer Press. 1996,78-89
[16] deLauretis, T.Feminist students/critical studies: Issues, terms and, contexts. In T. deLauretis (Ed.),Feminist studies/critical studies(p1-19).[M]Bloomington: Indiana University Press.1986
[17] Denver.Brickson,S..The impact of identity orientation on individual and organizational outcomes in demographically diverse settings. [J]Academy of Management Review,2000.25(1),82-101.
[18] Dworet, D.Teachers' identities: Overview. In Michael Kompf, W. Richard Bond, Don Dworet&R. Terrance Boak(Eds.), Changing research and practice: Teachers' professionalism identities and knowledge[M]. London: Falmer Press,l996, 67-68.
[19] Denzin, N. & Lincoln, Y. (eds.). Handbook of qualitative research.[M]Thousand Oaks, Califage.1989
[20] Dillabough, T, A. Gender politics and conceptions of the modern teacher: Women, identity andprofessionalism. [J]British Journal of Sociology of Education, 1999, 20(3): 373-394.
[21] Douwe B,Paulien C M,Nico V.Reconsidering Research on Teachers’Professional Identity. [J].Teaching and Teacher Education,2004,(20):107-128.
[22] Evron, N. C.Being art teachers negotiation of their beliefs and identity within the public school system. [J].International Journal of Art Educational Research,2004.2(1):56-90
[23] Flores , Maria Assuncao&Day,Christopher . Contexts which shape and reshape new teachers’identities:A multi-perspective study.[J].Teaching&Teacher Education,2006,22(2):219-232.
[24] Fiona Dowling.Physical education teacher educators’professional identities, continuing professional development and the issue of gender equality [J].Physical Education and Sport Pedagogy. 2006(11), 3: 247–263
[25] Foucault, M. Technologies of self. [M]Boston: University of Massachusetts Press, 1988.
[26] Fuller,F. &Bown,O.Becoming a teacher.In K. Ryan(Eds.),Teacher education. [M]Chicago,IL:University of Chicago press.1975
[27] Gaziel,H.H. Sabbatical leave,Job burnout and turnover intentions among teachers [J] International Journal of lifelong Education 1995, 14(4):331-338.
[28] Goodson,I.F.&Cole,A.L.Exploring the teacher's professional knowledge:Constructing and community[J]Teacher Education Quarterly,1994,21(1):85-105
[29] Goodson, I.Professional knowledge and the teacher’s life and work. In C. Day, A. Fernandez, T. E. Hauge, & J. Mollerb(Eds.), The life and work of teachers: International perspectives in changing times .[M].London: The Falmer Press. 2000:13-25
[30] Goodson.I.Teacher professional identity:competing discourse.Competing outcomes.[J]Education Policy, 2001,16(2):155
[31] Graham, R.,&Young, J. Curriculum, identity, and experience in multicultural education. [J]The Alberta Journal of Educational Research, 1998, 44(4): 397-407.
[32] Hall D.T. Chandler D E. Psychological success: when the career is a calling.[J]Journal of Organizational Behavior,2005, 26(2): 155-176.
[33] Holt-Reynolds. D. The dialogues of teacher education: Entering and influencing preservice teachers’internal conversations. [R]Research Report in National Center for Research on TeacherLearning, East Lansing,1991
[34] Howe K.R. Against the quantitative一qualitative incompatibility thesis or dogmas diehard . [J]Education Researcher.1992.2(17):10-16.
[35] Hoyle.E.Professionalization and Deprofessionalization in Education [A],in Hoyle.F. and Megarry.J.I.(eds),Professional Development of Teachers:World Yearbook of Education,1980,London:Kogan Pagem.1980,43
[36] Judyth Sachs.Teacher professional identity:competing discourse. Competing outcomes[J]Education Policy, 2001,16(2):155
[37] Keay, J. What is a PE teacher's role? The influence of learning opportunities on role definition[J].Sport, Education & Society; 2006, Vol.11(4):369-383
[38] Kelchtermans, Geert. Telling dreams: A commentary to Newman from a European context.[J] International Journal of Educatonal Research. 2000.33: 209-211.
[39] Kompf, M. Introduction. In Kompf, M., Bond, W. R., Dworet D., & T. Boak(Eds.). Changing research and practice: Teachers’professionalism, identities and knowledge (pp.1-4). [M]London: Falmer Press. 1996:2
[40] Kremer-Hayon, L., Faraj, H., & Wubbels, T. Burn-out among Israeli Arab school principals as a function of professional identity and interpersonal relationship with teachers [J].International Journal of Leadership in Education, 2001.5(2), 149-162.
[41] Kremer,L.and Hofman,J.E.Teachers’professional identity and burnout[J].Research in Education,198l,34:89-93.
[42] Lacey,C.The socialization of teachers. [M]London:Methuen and Co,1977.
[43] Lasky, S.. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. [J]Teaching and Teacher Education, 2005.21, 899-916.
[44] Linde, Charlotte. Life stories: The creation of coherence.[M]Oxford University Press.1993
[45] London M. Toward a theory of career motivation.[J]Academy of Management Review, 1983, 8(4): 620-630.
[46] Macdonald, D. & Kirk, D. Pedagogy, the body and Christian identity.[J]Sport, Education and Society, 1999.4(2):131–142.
[47] MacLure, M.Arguing for your self: Idenetity as an organizing principle in teachers’jobs and lives.[J] British educational research journal, 1993.19(4):311-322.
[48] Mark Robinson,Angela Anning&Nick Frost..‘When is a teacher not a teacher?’:knowledge creation and the professional identity of teachers within multi-agency teams[J]Studies in Continuing Education ,2005,27(2):175-191
[49] Mawhinney.H. &Xu.F.Restructuring the identity of foreign-trained teaehers in Ontario school. [J].TESOL Quarterly.1997,31(3):632-639.
[50] Mayer, D. Building teaching identities: implications for pre-service teacher education, paper presented tothe Australian Association for Research in Education, [M].Melbourne, 1999.
[51] Mc Gowen KR, Hart LE. Still different after all these years: Gende differences in professional identity formation. [J]Professional Psychology: Research and Practice,1990,21:118-123
[52] Mishler,E.GStorylines:Craft artists' Narratives of identity. [J]Cambridge, MA:Harvard University Press,1999
[53] Moore,M.&Hofman,J.E.ProfessionaI identity in institutions of higher learning in IsraeI.[J]Higher Education,1998,17(1):69-79.
[54] Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J] International Journal of Educational Research, 2000.33 (2), 123-217.
[55] Newman, W. L. Social research methods: Qualitative and quantitative approaches.[M]Boston: Allyn and Bacon.1997
[56] Nunnally,J.C. PSychometric Theory.[M].N.Y:McGraw.Hill,1978
[57] Paechter, C.,&Head, J. Gender, identity, status and the body: Life in a marginal subject . [J]Gender and Education. 1996. 8(1): 21-29.
[58] Proweller,Amira.&Mitchener,Carole P. Building teacher identity with urban youth:voices of beginning middle school science teachers in an alternative certification Program. [J]Journal of research in science teaching,2004,41(10):1044-1062.
[59] Rex, L., & Nelson, M. C.How teachers’professional identities position high-stakes test preparation in their classroom. [J]Teacher College Record, 2004.106(6):1288-1331.
[60] Ritchie, J. S. & Wilson, D. E.Teacher narrative as critical inquiry: Rewriting the script.[M] New York: Teachers College Press.2000:20
[61] Sachs, Judyth. Teacher professional identity:discourses, competing outcomes.[J].Journal of Education Policy, 2001, 16(2): 149-161
[62] Samuel, M.,&Stephens, D. Critical dialogues with self Developing teacher identities and roles-a case study of South Africa. [J] International Journal of Educational Research, 2000, 33(5): 475-491.
[63] Santrock J.W. Adolescence (11th Edition). [M]New York:McGraw-Hall, 2005: 399. 29.
[64] Schein E. Career dynamics: Matching individual and organizational needs. [M]Addison-Wesley Publishing Company, 1978:12
[65] Smylie.M,Conyers.J. Changing conceptions of teaching influence the future of professional development [J]Journal of Staff Development,1991,12(1):12-16.
[66] Steeley, Sherry L. Language, Culture, and professional identity: Cultural productions in a Bilingual Career Ladder Training Program. George Mason University, 2005.
[67] Stroot, S., Collier, C., O’sullivan, M. & England, K. Hoops and hurdles:workplace conditions in secondary physical education. [J] Journal of Teaching in Physical Education, 1994.(13):342–360.
[68] Ten Dam, Gait T M., Bolm, Sarah. Learning through participation. The potential of school-based teacher education for developing a professional identity. [J] Teaching and Teacher Education, 2006, 22(6): 647-660.
[69] Tennant, Mark.Adult learning for self-development and change. [M]In Arthur L. Wilson and Elisabeth R. Hayes(eds.), Handbook of adult and continuing education, 2000.17(6):87-100.
[70] Van den Berg, R. Teacher's meanings regarding educational practice. [J]Review of Educational 2002, 72(4): 377-623.
[71] Van Huizen, Peter., van Oers, Bert., Wubbels, Theo. A Vygotskian perspective on teacher education.[J]Journal of Curriculum Studies, 2005, 37(3): 267-290.
[72] Viadero D.Mixed Methods’research examined researchers see pros and cons of‘Mixed Methods’studies[N].Education Week.2005.1.26.
[73] Volkmann, M. J.&Anderson, M. A. Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher. Science Education. [J]1998, 82(3): 293-310.
[74] Watson C. Narratives of Practice and the Construction of Identity in Teaching [J].Teachers and Teaching:Theory and Practice,2006,12(5):509-526
[75] Zembylas, M.Emotions and teacher identity: A poststructural perspective.[J]Teachers and Teaching: theory and practice, 2003.9(3), 213-238.
②中华人民共和国教师法·中华人民共和国教育法[M].北京:法律出版社.2009:1
①张培.生命的背离:现代教师生存状态透视. [J]教师教育研究.2009.21(1):50-55
②周建平.教师自我认同:危机与出路. [J]教师教育研究.2009.21(4):27-30
③吴文胜.教师职业认同:困境与理性回归[J]现代教育论丛,2008,(6)55-59
①李彦花.教师专业认同与教师专业成长[J]课程·教材·教法.2009.29(1):78-83
②Watson C. Narratives of Practice and the Construction of Identity in Teaching [J].Teachers and Teaching:Theory and Practice,2006,12(5):509-526.
③Judyth Sachs.Teacher professional identity:competing discourse. Competing outcomes [J]. Education Policy, 2001,16(2):155
④张敏.国外教师职业认同与专业发展研究述评[J]比较教育研究.2006.(2):77-81
⑤姜勇,钱琴珍,鄢超云.教师工作满意度的影响因素结构模型研究[J]心理科学.2006.29(4):331-338
⑥皇甫全等.课程与教学论[M].北京:北京师范大学出版社,2002:356-365
⑦洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
①冯建军.教育幸福是教师专业发展的重要维度.[J]人民教育.2008.(6):23-26
②杨春芳.主体发展:教师专业发展的应然取向——关于教师专业发展的反思. .[J]天津教科院学报.2006.(1):19-21
③周建平.教师自我认同:危机与出路. [J]教师教育研究.2009.21(4):27-30
④周淑卿.课程发展与教师专业[M].北京:九州出版社,2006:89
①陈作松,季浏.新体育课程的实施对体育教师提出的新要求[J]北京体育大学学报.2004.27(3):370-372
②李健,王荣民,董大力等.中学体育教师对教学自主性的认识. [J]北京体育大学学报.2004.27(5):663-666
③孙有平,张磊.中学体育教师专业化发展研究. [J]体育文化导刊.2008.(7):92-95
④潘凌云.从自在自我到自由自觉——体育教师专业发展的突破与超越[J]武汉体育学院学报.2008.42(6):93-96
②Goodson (Ed.), Studying teachers’lives(pp. 187-208). London: Routledge.转引自洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间[D]台湾师范大学博士学位论文.2007:24
③Smylie.M,Conyers.J. Changing conceptions of teaching influence the future of professional development [J]Journal of Staff Development,1991,12(1):12-16.
①Kompf, M. Introduction. In Kompf, M., Bond, W. R., Dworet D., & T. Boak(Eds.). Changing research and practice: Teachers’professionalism, identities and knowledge (pp. 1-4). [M]London: Falmer Press. 1996:2
②潘建芬,周志勇.改革开放30年我国中小学体育教师培训的实践探索.[J]继续教育研究.2009,(8):99-101
①Castells, Manuel. The Information Age: Economy, society, and culture, vol. II. The power of identity. [M]Oxford:lackwell.1997
②洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
③Beijaard, D. Verloop, N., & Vermunt, J. D. Teachers’perceprions of professional identity: An exploratory study from a personal knowledge perspective. [J]Teaching and teacher education, 2000.16: 749-764
①叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001:213
②周济.在学校体育工作会议上的讲话[J]中国学校体育2007(1)8-11
①袁贵仁.价值学引论[M].北京:北京师范大学出版社,1991:105-109
②吴遵民,秦洁,张松龄.我国教师继续教育的回顾与展望[J].教师教育研究,2010.22(3):1-8
①【加】查尔斯·泰勒.自我的根源:现代认同的形成[M].南京:译林出版社,2001:37
②梅萍.生命的意义与德育的关怀—对当代青年生存无意义感的理性反思.[EB/OL]www.cycs.org/cnartiche_detsil.asp?id=1018.转引自李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
①车文博.弗洛伊德主义原理选辑[M].沈阳:辽宁人民出版社,1988:375
②顾明远.教育学大词典[M].上海:上海教育出版社,1990:390
③朱智贤.心理学大词典[M]北京师范大学出版社,1989.990
④夏征农.辞海. [M]上海辞书出版社,1989年,433
⑤【美】埃里克·艾里克森著,孙名之译.同一性:青少年与危机. [M]杭州:浙江教育出版社,1998,116-119
①刘金花.儿童发展心理学. [M]华东师范大学出版社,1997,198
②夏征农.辞海. [M]上海辞书出版社,1989年,43
③Beijaard, D. Meijer, P. C., & Verloop, N. Reconsidering research on teachers’professional identity. [J]Teaching and Teacher Education, 2004.20:107-128.
④吉登斯.现代性与自我认同[M].北京:三联书店,1998:122.
⑤李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
①Schein E. Career dynamics: Matching individual and organizational needs. [M]Addison-Wesley Publishing Company, 1978:12
②London M. Toward a theory of career motivation.[J]Academy of Management Review, 1983, 8(4): 620-630
③Hall D.T. Chandler D E. Psychological success: when the career is a calling.[J]Journal of Organizational Behavior,2005, 26(2): 155-176
④Santrock J.W. Adolescence (11th Edition). [M]New York:McGraw-Hall, 2005: 399. 29.
⑤Mc Gowen KR, Hart LE. Still different after all these years: Gende differences in professional identity formation. [J]Professional Psychology: Research and Practice,1990,21:118-123
⑥沈之菲.近十年西方教师认同问题研究及启示.上海教育科研.2005.11:10-13
⑦Kompf, M. Introduction. In Kompf, M., Bond, W. R., Dworet D., & T. Boak(Eds.). Changing research and practice: Teachers’professionalism, identities and knowledge (pp. 1-4). [M]London: Falmer Press. 1996:2
①Mc Gowen KR, Hart LE. Still different after all these years: Gende differences in professional identity formation. [J]Professional Psychology: Research and Practice,1990,21:118-123
②Goodson, I. F.&Cole, A, L. Exploring the teacher's professional knowledge: Constructing identity and community. [J]Teacher Education Quarterly, 1994, 21(1): 85-105.
③Mawhinney.H. &Xu.F.Restructuring the identity of foreign-trained teaehers in Ontario school. [J]TESOL Quarterly.1997,31(3):632-639.
④Volkmann, M. J.&Anderson, M. A. Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher. [J] Science Education. 1998, 82(3): 293-310.
⑤Coldron, J.&Smith, R.. Active location in teachers' construction of their professional identities. [J]Journal of Curriculum Studies,1999, 31(6):711-726.
①Paechter, C.,&Head, J. Gender, identity, status and the body: Life in a marginal subject . [J]Gender and Education. 1996. 8(1): 21-29.
②Graham, R.,&Young, J. Curriculum, identity, and experience in multicultural education. [J]The Alberta Journal of Educational Research, 1998, 44(4): 397-407.
③Sachs, Judyth. Teacher professional identity:discourses, competing outcomes. [J] Journal ofEducation Policy, 2001, 16(2): 149-161
④孙志麟.师资培育制度变革下职前教师的专业认同.[J]台湾教育社会学研究.2001(2):59-89
⑤Ten Dam, Gait T M., Bolm, Sarah. Learning through participation. The potential of school-based teacher education for developing a professional identity. [J] Teaching and Teacher Education, 2006, 22(6): 647-660.
⑥Foucault, M. Technologies of self. [M] Boston: University of Massachusetts Press, 1988.
⑦Samuel, M.,&Stephens, D. Critical dialogues with self Developing teacher identities and roles-a case study of South Africa. [J] International Journal of Educational Research, 2000, 33(5): 475-491.
⑧Kelchtermans, Geert. Telling dreams: A commentary to Newman from a European context. [J]International Journal of Educational Research, 2000, 33: 209-211.
⑨Kompf, M. Bond, W.R. Dworet& Boak,R. T. (eds)., Changing research and practice; Teachers' Professionalism identities and knowledge[M]London: Falmer Press, 1996
⑩吴慎慎.教師专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
①于慧慧.中学青年教师职业认同现状研究—来自湖南省小城市中学的调查.[D]湖南师范大学硕士学位论文.2006.5
②方明军、毛晋平.我国大学教师职业认同现状的调查与分析[J]高等教育研究.2008.29(7):56-61
③Van Huizen, Peter., van Oers, Bert., Wubbels, Theo. A Vygotskian perspective on teacher education.[J]Journal of Curriculum Studies, 2005, 37(3): 267-290.
④Bullough,R.V ,&Baughman, K.First year teacher eight years later: An inquiry into teacher development.[J]New York: Teachers College Press, 1997.
⑤Mayer, D. Building teaching identities: implications for pre-service teacher education, paper presented tothe Australian Association for Research in Education, Melbourne, 1999.
⑥Steeley, Sherry L. Language, Culture, and professional identity: Cultural productions in a Bilingual Career Ladder Training Program. George Mason University, 2005.
⑦Sleegers, P.,&Kelchtermans, G .Inleiding op het themanummer: prefessionele identiteit van leraren(Introduction to the theme issue: Teachers' professional identity)[J]Pedagogisch Tijdschrift, 1999, 24(4): 369-373.
⑧Dillabough, T, A. Gender politics and conceptions of the modern teacher: Women, identity and professionalism. [J]British Journal of Sociology of Education, 1999, 20(3): 373-394.
⑨Samuel,M. & Stephens. D. Critical dialogues with self: Developing teacher identities and roles——a case study of South Africa.[J] International Journal of Educational Research,2000,33(5):475-491。
①Van den Berg, R. Teacher's meanings regarding educational practice. [J]Review of Educational 2002, 72(4): 377-623.
②秦奕.幼儿园教师职业认同结构要素与关键主题研究.[D].南京师范大学博士学位论文.2008.5
③魏淑华.教师职业认同与教师专业发展[D]曲阜师范大学硕士学位论文.2005.6
④魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
⑤周建平.教师自我认同:危机与出路. [J]教师教育研究.2009.21(4):27-30
⑥李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
①Beijaard, D. Verloop, N., & Vermunt, J. D. Teachers’perceprions of professional identity: An exploratory study from a personal knowledge perspective. [J]Teaching and teacher education, 2000.16: 749-764.
②沈之菲.近十年西方教师认同问题研究及启示[J]上海教育科研2005. (11)10-13
③李洋洋,王晓春:新课改背景下初中体育教师职业角色认同情况的调查研究.[J]鞍山师范学院学报.2007.9(4):88-91
①Moore,M.&Hofman,J.E.ProfessionaI identity in institutions of higher learning in IsraeI.[J]Higher Education,1998,17(1):79-79
②Kremer-Hayon, L., Faraj, H., & Wubbels, T. Burn-out among Israeli Arab school principals as a function of professional identity and interpersonal relationship with teachers.[J]International Journal of Leadership in Education, 2001.5(2), 149-162.
①汤国杰.普通高校体育教师职业认同理论模型构建与实证研究.[J]北京体育大学学报.2009. 32(3):98-101
②魏淑华.教师职业认同与教师专业发展[D]曲阜师范大学硕士学位论文.2005.6
③黄艳,刘中凯.中学体育教师职业认同感的调查研究.[J]浙江体育科学.2009.31(4):116-119
④Watson C. Narratives of Practice and the Construetion of Identity in Teaching[J].Teachers and Teaching: Theory and Practice,2006,12(5):509一526.
⑤Barker Chris. Culture、studies::Theory and Practice[M].London:Sage Publication,2000,166.
⑥deLauretis, T.Feminist students/critical studies: Issues, terms and, contexts. In T. deLauretis (Ed.),Feminist studies/critical studies(pp. 1-19).[M]Bloomington: Indiana University Press.1986:9
①Zembylas, M.Emotions and teacher identity: A poststructural perspective.[J]Teachers and Teaching: theory and practice, 2003.9(3), 213-238.
②Britzman, D. P.The terrible problem of knowing thyself: Toward a poststructural account of teachers’identity.[J]The Journal of Curriculum Theorizing,1992.9(3), 23-46.
③Sachs, Judyth. Teacher professional identity:discourses, competing outcomes. [J] Journal of Education Policy, 2001, 16(2): 149-161
④Britzman, D. P. Practice makes practice: A study of learning to teach. [M]New York: State University of New York Press.1991
⑤周淑卿.课程发展与教师专业[M].北京:九州出版社,2006:89
⑥Evron, N. C.Being art teachers negotiation of their beliefs and identity within the public school system. International Journal of Art Educational Research,2004.2(1):56-90
①Rex, L., & Nelson, M. C.How teachers’professional identities position high-stakes test preparation in their classroom. [J]Teacher College Record, 2004.106(6):1288-1331.
②MacLure, M.Arguing for your self: Idenetity as an organizing principle in teachers’jobs and lives.[J] British educational research journal, 1993.19(4):311-322.
③Clandinin, D. Jean &. Connelly, F. Michael.Teachers’professional knowledge landscapes: Teacher Stories-stories of teachers-school stories-stories of schools.[ J] Educational Researcher, 1999.25(3),24-30
①洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
①Kremer, L.﹠ Hofman, J. E. Teachers' professional identity and burnout.[J]Research in Education.1981, 34:89-93.
②Beijaard,D.Verloop,N.&Vermunt,J.D.Teachers’perceptions of professional identity:An exploratory study from a personal knowledge perspective.Teaching and Teacher Education,2000,16:749～764.
③于慧慧.中学青年教师职业认同现状研究—来自湖南省小城市中学的调查.[D]湖南师范大学硕士学位论文.2006.5
①方明军、毛晋平.我国大学教师职业认同现状的调查与分析[J]高等教育研究.2008.29(7):56-61
②严玉梅.高校教师职业认同、工作满意度与离职意向的关系研究——来自湖南省长沙市高校的调查.[D]湖南师范大学硕士学位论文.2008.5
③魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
④汤国杰.普通高校体育教师职业认同理论模型建构与实证研究. [J]北京体育大学学报.2009.32(3):98-101
⑤黄丽静.台北县国民小学教师专业认同、社区意识与专业表现之研究.[D].台湾师范大学硕士学位论文.2008.9
⑥秦奕.幼儿园教师职业认同结构要素与关键主题研究.[D].南京师范大学博士学位论文.2008.5
①刘秋颖,苏彦捷.初次就业个体的职业认同获得及其相关因素[J]北京大学学报(自然科学版),2007.43(2):257-264
②陈祥丽,张乐华,杨昭宁.护士职业认同量表的编制.[J]中国健康心理学杂志.2007.15(12):1136-1138
③于慧慧.中学青年教师职业认同现状研究—来自湖南省小城市中学的调查.[D]湖南师范大学硕士学位论文.2006.5
④魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
⑤李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
⑥黄艳,刘中凯.中学体育教师职业认同感的调查研究[J]浙江体育科学.2009.31(4):116-119
⑦Bloom,D.The role of higher education in fostering the personal development of teachers.InH.Hooghoff &A. M. van der Dussen,Teacher education and the world of work:Neweconomic,social and professional imperatives for the twenty-first century.Enschede:National Institute for Currieulum Development,1988:59-71.转引自魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
①黄丽静.台北县国民小学教师专业认同、社区意识与专业表现之研究.[D].台湾师范大学硕士学位论文.2008.9
②魏淑华.教师职业认同与教师专业发展[D]曲阜师范大学硕士学位论文.2005.6
③于慧慧.中学青年教师职业认同现状研究—来自湖南省小城市中学的调查.[D]湖南师范大学硕士学位论文.2006.5
④Beijaard,D.Verloop,N.&Vermunt,J.D.Teachers’perceptions of professional identity:An exploratory study from a personal knowledge perspective.Teaching and Teacher Education,2000,16:749～764.
⑤魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
⑥李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
①Moore,M.&Hofman ,J.E.ProfessionaI identity in institutions of higher learning in IsraeI.[J]Higher Education,1998,17(1):69-79.
②刘秋颖,苏彦捷.初次就业个体的职业认同获得及其相关因素[J]北京大学学报(自然科学版),2007.43(2):257-264
③严玉梅.高校教师职业认同、工作满意度与离职意向的关系研究——来自湖南省长沙市高校的调查.[D]湖南师范大学硕士学位论文.2008.5
①魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
②汤国杰.普通高校体育教师职业认同与工作满意度的关系研究.[J].心理科学2009.32(2):475—477
①杨佩茹.国中教师零体罚教育政策态度、教师效能、教师专业认同与教师组织承诺关系之研究——以台湾中部地区四县市为例[D].彰化师范大学硕士学位论文.2009.6
②周淑卿.课程发展与教师专业[M].北京:九州出版社,2006.5
③Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
④吴慎慎.教師专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
①Denver.Brickson,S..The impact of identity orientation on individual and organizational outcomes in demographically diverse settings. [J]Academy of Management Review,2000.25(1),82-101.
②Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
③黄丽静.台北县国民小学教师专业认同、社区意识与专业表现之研究.[D].台湾师范大学硕士学位论文.2008.9
①Holt-Reneynold, D. The dialogues of teacher education: Entering and influencing preservice teachers’internal conversations. [R]Research Report 91-4, East Lansing, MI: National Center for Research on Teacher Learning.转引自吴慎慎.教师专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
②Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
③王俪静.邱淑玫.成为教师:师院生的专业认同. [J]教育研究月刊,2002,58-72
④孙志麟.师资培育制度变革下职前教师的专业认同.[J]台湾教育社会学研究.2001.1(2):59-89
⑤Connelly, F. Michael & Clandinin, D. Jean. . Shaping a professional identity: Stories of educational practice.[M].New York: Teachers College Press.1999
⑥Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
⑦Day, C, Hadfield, M.“Metaphors for movement: accounts of professional development”InMichael Kompf, W. Richard Bond, Don Dworet & R. Terrance Book[M].,Changing research and practice; Teachers’professionalism identities and knowledge, pp.78-89, London: Falmer Press.1996
①Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
②黄丽静.台北县国民小学教师专业认同、社区意识与专业表现之研究.[D].台湾师范大学硕士学位论文.2008.9
③黄丽静.台北县国民小学教师专业认同、社区意识与专业表现之研究.[D].台湾师范大学硕士学位论文.2008.
④孙志麟.师资培育制度变革下职前教师的专业认同.[J]台湾教育社会学研究.2001.1(2):59-89
①Lasky, S. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. [J]Teaching and Teacher Education, 2005.21, 899-916.
②张敏.国外教师职业认同与专业发展研究述评[J]比较教育研究.2006.(2):77-81
③魏淑华.山显光.国外教师职业认同的研究现状[J]外国教育研究.2005.32(3):15-17
①Pacchter,C.,&Head,J.Gender,identity,status and the body:Life in a marginal subject.Gender and Education,1996,8(1):21-29
②田强.中学体育教师的职业困境与自我发展[J]体育学刊.2006.13(6):136-138
③Stroot, S., Collier, C., O’sullivan, M. & England, K. Hoops and hurdles:workplace conditions in secondary physical education. [J] Journal of Teaching in Physical Education, 1994.(13):342–360.
④Macdonald, D. &Kirk, D. Pedagogy, the body and Christian identity, [J]Sport, Education and Society, 1999.4(2):131–142.
①Angela o’Connor & Doune Macdonald. Up Close and Personal on Physical Education Teachers’Identity: Is Conflict an Issue? [J]Sport, Education and Society, 2002.7(1): 37–54
②黄生勇,张颖,张渊等.论“体育与健康”教育研究中的教师研究——构建积极“教师自我”中的问题与对策. [J]西安体育学院学报.2006.23(6):119-122
③田强.中学体育教师的职业困境与自我发展[J]体育学刊.2006.13(6):136-138
④张慧芳,张海平.阻挠与抗拒——解析《体育与健康》新课程实施下的教师改变[J]北京体育大学学报.2004.27(10):1391-1393
①潘凌云.从自在自发到自由自觉——体育教师专业发展的突破与超越[J]武汉体育学院学报.2008.42(6):93-96
②胡红.体育教师需要与激励的现状及相关研究[J]北京体育大学学报.2004.27(11):1487-1489
③孙有平,张磊.中学体育教师专业化发展研究. [J]体育文化导刊.2008.(7):92-95
④孙有平,张磊.中学体育教师专业自主现状及其影响因素的调查与分析. [J]体育学刊.2009.16(2):68-72
①汤国杰.普通高校体育教师职业认同与工作满意度的关系研究.[J].心理科学2009.32(2):475-477
②黄艳,刘中凯.中学体育教师职业认同感的调查研究[J]浙江体育科学.2009.31(4):116-119
①黄汉升.体育科学研究的方法学探索——基于中国体育学300篇博士学位论文的调查与分析.[J]体育科学.2009.29(9):3-17
②袁方.社会科学研究方法教程[M]北京:北京大学出版社.1997
③风笑天.社会学研究方法[M]北京:北京大学出版社.2001.3
④Viadero D.Mixed Methods’research examined researchers see pros and cons of‘Mixed Methods’studies[N].Education Week.2005.1.26.
⑤Johnson.R.B.&Onwuegbuzie. Mixed methods research: a research paradigm whose time has come[J].Educational Researcher,2004,(33):12-26.转引自田虎伟.混合方法研究:美国教育研究中的新范式.[J]高等教育研究.2006.27(11):74-78
⑥Johnson.R.B.&Onwuegbuzie. Mixed methods research: a research paradigm whose time hascome[J].Educational Researcher,2004,(33):12-26.转引自田虎伟.混合方法研究:美国教育研究中的新范式.[J]高等教育研究.2006.27(11):74-78
①Howe K.R. Against the quantitative一qualitative incompatibility thesis or dogmas diehard . [J]Education Researcher.1992.2(17):10-16.
②邓猛、潘剑芳.论教育研究中的混合方法设计. [J]教育研究与试验.2002.(3):56-61
③刘万海.从“课程”到“教师”——课程研究域的转向与教师文化重建.[J]全球教育展望.2004.(8):50-51
①田麦久.我国体育科学的新征程——第七届全国体育科学大学学术总结[J]体育科学.2005.25(3):3-7
②黄汉升.体育科学研究的方法学探索——基于中国体育学300篇博士学位论文的调查与分析.[J]体育科学.2009.29(9):3-17
①Denzin, N. & Lincoln, Y. (eds.). Handbook of qualitative research.[M]Thousand Oaks, Califage.1989
②Linde, Charlotte. Life stories: The creation of coherence.[M]Oxford University Press.1993
③吴慎慎.教师专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
④洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
①王丽云.自传/传记/生命史在教育研究上的应用. [M](台湾)中正大学教育研究所编(2000),质的研究方法, 265-306。高雄:丽文文化.2000
②Newman, W. L. Social research methods: Qualitative and quantitative approaches.[M]Boston: Allyn and Bacon.1997
③【加】马克思·范梅南,宋广文等译.生活体验研究.[M]北京:教育科学出版社.2003
④【加】马克思·范梅南,宋广文等译.生活体验研究.[M]北京:教育科学出版社.2003
①秦奕.幼儿园教师职业认同结构要素与关键主题研究.[D].南京师范大学博士学位论文.2008.5
②秦奕.幼儿园教师职业认同结构要素与关键主题研究.[D].南京师范大学博士学位论文.2008.5
③魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
④严玉梅.高校教师职业认同、工作满意度与离职意向的关系研究——来自湖南省长沙市高校的调查.[D]湖南师范大学硕士学位论文.2008.5
⑤Kremer,L.and Hofman,J.E.Teachers’professional identity and burnout[J].Research in Education,198l,34:89-93.
⑥Beijaard,D.,Verloop,N.&Vermunt,J.D.Teachers’perceptional identity:An exploratory study from apersonal knowledge perspective[J].Teaching and Teacher Education,2000,16:749-764.
⑦Brickson,S.D.The impact of identity orientation on individual and organizational outcomes in demographically diverse settings.Academy of Management Review,2000,25(1):82转引自沈之菲.近十年西方教师认同问题研究及启示[J].上海教育科研.2005(1):10-13.
⑧Flores,Maria Assuncao&Day,Christopher.Contexts which shape and reshape new teachers’identities:A multi-perspective study[J].Teaching&Teacher Education,2006,22(2):219-232.
⑨Pacchter,C.,&Head,J.Gender,identity,status and the body:Life in a marginal subject.Gender and Education,1996,8(1):21-29.
①Kelchtermans, Geert. Telling dreams: A commentary to Newman from a European context.[J] International Journal of Educatonal Research. 2000.33: 209-211.
②Dworet, D.Teachers' identities: Overview. In Michael Kompf, W. Richard Bond, Don Dworet&R. Terrance Boak(Eds.), Changing research and practice: Teachers' professionalism identities and knowledge[M]. London: Falmer Press,l996, 67-68.
①李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
②朱新卓.教师专业化的现代性困境.[J].高等教育研究.2005.(1):50-55
①Holland,John.L.:The Vocational ldentity Scale:A diagnostic and treatment tool. Journal of Career Assessment,1993.Voll(1)
②Carson&Bedeian:“career commitment:Construction of a measured examination of its Psyehometric ProPerties,Journal of vocational behavior,1994,44(3)
①Nunnally,J.C. PSychometric Theory.[M].N.Y:McGraw.Hill,1978
①戴忠恒.心理与教育测量. [M]上海:华东师范大学出版社,1987
①荣泰生.AMOS与研究方法.[M]重庆:重庆大学出版社.2009.3
②温忠麟,侯杰泰,马什赫伯特.结构方程模型检验:拟合指数与卡方准则.心理学报,2004,36(2)186-192.
①魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
①Van den Berg, R.“Teacher's meanings regarding educational practice”. Review of Educational.2002, 72(4): 577-625
①Beijaard, D., Verloop, N., & Vermunt, J. D. Teachers’perceprions of professional identity: An exploratory study from a personal knowledge perspective. [J]Teaching and teacher education, 2000.16: 749-764.
②于慧慧.中学青年教师职业认同现状研究——来自湖南省小城市中学的调查.[D]湖南师范大学硕士学位论文.2006.5
③魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
④庞红卫.中小学教师职业认同与职业卷入状况的调查研究.[ J].现代教育科学. 2008.(2):103-106
①李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
②黄丽静.台北县国民小学教师专业认同、社区意识与专业表现之研究.[D].台湾师范大学硕士学位论文.2008.9
③黄艳,刘中凯.中学体育教师职业认同感的调查研究[J]浙江体育科学.2009.31(4):116-119
①于慧慧.中学青年教师职业认同现状研究—来自湖南省小城市中学的调查.[D]湖南师范大学硕士学位论文.2006.5
②魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
③李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
④周细琴.王伟.中学体育教师职业声望的形成及其发展.[J]体育学刊.2003.10(3):109-110
⑤黄艳,刘中凯.中学体育教师职业认同感的调查研究[J]浙江体育科学.2009.31(4):116-119
①寇冬泉.教师职业生涯高原:结构、特点及其与工作效果的关系.[D]西南大学博士学位论文,2007.5
②楷体部分的内容均来自个案的生命史访谈,本章下同。
①Beijaard,D .Teachers' prior experiences and actual perceptions of professional identity[J ],Teachers and teaching: theory and Practice,19 95,1( 2):281-291
②Lasky, S. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. [J]Teaching and Teacher Education, 2005.21, 899-916.
③吴慎慎.教师专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
④Keay, J. What is a PE teacher's role? The influence of learning opportunities on roledefinition[J].Sport, Education & Society; 2006, Vol.11(4):369-383
①李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
②李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
①魏淑华.教师职业认同与教师专业发展[D]曲阜师范大学硕士学位论文.2005.6
②魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
③许新年.湖南省高校体育教师自我职业认同现状的调查与分析.[D]湖南师范大学硕士学位论文.2006.6
④胡红.体育教师需要与激励的现状及相关研究[J]北京体育大学学报.2004.27(11):1487-1489
①转引自吴慎慎.教师专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
①Goodson, I.Professional knowledge and the teacher’s life and work. In C. Day, A. Fernandez, T. E. Hauge, & J. Mollerb(Eds.), The life and work of teachers: International perspectives in changing times .[M].London: The Falmer Press. 2000:13-25
②Ritchie, J. S. & Wilson, D. E.Teacher narrative as critical inquiry: Rewriting the script.[M] New York: Teachers College Press.2000:20
③Matthew B. Miles和A. Michael Huberman著.张芬芬译.质性资料的分析:方法与实践.[M]重庆:重庆大学出版社.2008.3:39
④Fuller,F. &Bown,O.Becoming a teacher.In K. Ryan(Ed.),Teacher education. [M]Chicago,IL:University of Chicago press.1975
⑤叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001.10:338
①罗琴,廖诗艳.教师专业发展的阶段性:教学反思视角.现代教育科学2005.(2):71-73
②孙老师1998年退休,但如今仍返聘在职。
①【加】马克思·范梅南,宋广文等译.生活体验研究.[M]北京:教育科学出版社.2003
①洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
①Connelly,F. Michael&Clandinin,D.Jean(eds.)Shaping a professional identity:Stories of educational practice.New York:Teachers College Press.1999
①罗琴,廖诗艳.教师专业发展的阶段性:教学反思视角.现代教育科学2005.(2):71-73
①编委会.中华人民共和国体育史.[M]北京:中国书籍出版社,1999.9:124
①Judyth Sachs.Teacher professional identity:competing discourse. Competing outcomes [J]. Education Policy, 2001,16(2):155
②Kelchtermans, Geert. Telling dreams: A commentary to Newman from a European context.[J] International Journal of Educatonal Research. 2000.33: 209-211.
①Zembylas, M.. Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: theory and practice,2003. 9(3): 213-238.
②张敏.国外教师职业认同与专业发展研究述评[J]比较教育研究.2006.(2):77-81
①Linde, Charlotte. Life stories: The creation of coherence. Oxford University Press. 1993:216
②Connelly, F. M., & Clandinin, D. J.. Shaping a professional identity: Stories of educational practice. [M].New York: Teachers College Press. 1999
①Kelchtermans, Geert. Telling dreams: A commentary to Newman from a European context.[J] International Journal of Educatonal Research. 2000.33: 209-211.
①Kelchtermans, Geert. Telling dreams: A commentary to Newman from a European context.[J] International Journal of Educatonal Research. 2000.33: 209-211.
②Rex, L., & Nelson, M. C.How teachers’professional identities position high-stakes test preparation in their classroom. [J]Teacher College Record, 2004.106(6):1288-1331.
①Connelly, F. M., & Clandinin, D. J. Shaping a professional identity: Stories of educational practice. [M].New York: Teachers College Press. 1999
②Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
①吴慎慎.教师专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
②Kelchtermans, Geert. Telling dreams: A commentary to Newman from a European context.[J] International Journal of Educatonal Research. 2000.33: 209-211.
①Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
①Holt-Reynolds. D. The dialogues of teacher education: Entering and influencing preservice teachers’internal conversations. [R]Research Report in National Center for Research on Teacher Learning, East Lansing,1991
②周凤美、宋佩芬.实习教师建构教师专业认同之研究.[J]新竹师范学院学报,2005.20:1-26
①Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
①洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
②Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J]In International Journal of Educational Research, 2000.33 (2), 123-217.
①Tennant, Mark.Adult learning for self-development and change. [M]In Arthur L. Wilson and Elisabeth R. Hayes(eds.), Handbook of adult and continuing education, 2000.17(6):87-100.
②Erickson, E. H. Identity and the life cycle. [M].New York: International University Press.1959
①Proweller,Amira.&Mitchener,Carole P. Building teacher identity with urban youth:voices of beginning middle school science teachers in an alternative certification Program. [J]Journal of research in science teaching,2004,41(10):1044-1062.
②Bullough,R.Uncertain lives:Children of Promise,Teachers of hope. [M]New York:Teachers College Press.2001.
③Clandinin,J.Developing rhythm in teahing:The narrative study of a beginning teacher,s personal practical knowledge of classrooms. [J]Curriculum Inquiry,1989,19:121-141.
④Flores,Maria Assuncao&Day,ChristoPpher.Contexts which shape and reshape new teachers’identities:A multi-perspective study. [J]Teaching&Teacher Education.2006,22(2):219-232.
⑤Lacey,C.The socialization of teachers. [M]London:Methuen and Co,1977.
①Lasky, S. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. [J]Teaching and Teacher Education, 2005.(21):899-916
②Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’perceprions of professional identity: An exploratory study from a personal knowledge perspective. [J]Teaching and teacher education.(16):749-764.
①秦奕.幼儿园教师职业认同结构要素与关键主题研究.[D].南京师范大学博士学位论文.2008.5
①Beijaard, D., Verloop, N., & Vermunt, J. D. Teachers’perceprions of professional identity: An exploratory study from a personal knowledge perspective. [J]Teaching and teacher education, 2000.16: 749-764.
②Beijaard, D., Meijer, P. C., & Verloop, N. Reconsidering research on teachers’professional identity. [J]Teaching and Teacher Education, 2004.20:107-128.
①叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001.10:282-300
①曾宁波.论教师专业成长中的“关键事件”[J].现代教育科学,2004 (4): 17-21.
①洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
①Clandinin, D. Jean &. Connelly, F. Michael.Teachers’professional knowledge landscapes: Teacher Stories-stories of teachers-school stories-stories of schools.[J] Educational Researcher, 1999.25(3), 24-30
①陆春萍,邓伟志.社会实践:能动与结构的中介——吉登斯结构化理论阐释.[J]学习与实践.2006.(2):76-83
②洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
①Britzman, D. P. (1991). Practice makes practice: A study of learning to teach. New York: State University of New York Press.
①叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001
②姜勇.从实体性思维到实践性思维:国外教师发展新取向.[J]外国教育研究.2005.(3) 1-4
①Evron, N. C.Being art teachers negotiation of their beliefs and identity within the public school system. International Journal of Art Educational Research,2004.2(1):56-90
②Paechter, C.,&Head, J. Gender, identity, status and the body: Life in a marginal subject . [J]Gender and Education. 1996. 8(1): 21-29
③Antonek, J. L., Mccormick, D. E., & Donato, R. The student teacher profolio as autobiography: Developing a professional identity. The Modern Language Journal, 1997.81(1):15-27.
①Macdonald, D. & Kirk, D. Pedagogy, the body and Christian identity, [J]Sport, Education and Society, 1999.4(2):131–142.
②Evron, N. C.Being art teachers negotiation of their beliefs and identity within the public school system. International Journal of Art Educational Research,2004.2(1):56-90
③田强.中学体育教师的职业困境与自我发展.[J]体育学刊.2006.13(6):136-138
④洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
[1]编委会.新华辞典, [M]商务印书馆2000.7
[2]蔡辰梅,刘刚.“教师是一个良心活”——对教师职业认同方式的分析与反思[J].教师教育研究,2010.22(1):6-11
[3]曹丽云.社会占位和长春市高校体育教师角色自我认同[D]长春工业大学硕士学位论文.2007
[4]曹如军.高等教育多学科研究与混合方法研究之比较[J]江苏高教2008(4)25-28
[5]陈祥丽,张乐华,杨昭宁.护士职业认同量表的编制.[J]中国健康心理学杂志.2007.15(12):1136-1138
[6]陈雁飞.论改革开放30年我国体育师资队伍建设与发展历程[J]首都体育学院学报.2009.21(4):446-448
[7]陈作松,季浏.新体育课程的实施对体育教师提出的新要求[J]北京体育大学学报.2004.27(3):370-372
[8]楚江亭.风险社会与教师自我认同危机.[J]教师教育研究.2009.21(1):56-61
[9]戴忠恒.心理与教育测量. [M]上海:华东师范大学出版社,1987
[10]邓猛、潘剑芳.论教育研究中的混合方法设计. [J]教育研究与试验.2002.3:56-61
[11]方明军、毛晋平.我国大学教师职业认同现状的调查与分析[J]高等教育研究.2008.29(7):56-61
[12]冯建军.教育幸福是教师专业发展的重要维度.[J]人民教育.2008.(6):23-26
[13]风笑天.社会学研究方法[M].北京:中国人民大学出版社,2001.3
[14]高芹.解读“关键事件”:教师隐性教育知识显性化的新视角.教育导刊.2007.(7)上:35-37
[15]高慎英.教师成为研究者一教师专业化问题探讨. [J]教育理论与实践.1998.3
[16]顾明远.教育学大词典[M].上海教育出版社,1990.3
[17]海桦.教师专业化的内涵与途径[J]当代教育科学2003,(10):8
[18]汉语大辞典编纂处:汉语大辞典[M]商务印书馆,2003
[19]何耀慧.从博弈论的视角看中小学体育课程改革推行缓慢的原因[J]南京体育学院学报.2009.23(1):93-95
[20]何珊云.课程改革背景中的教师专业认同研究.[D]华东师范大学硕士学位论文.2009.3
[21]洪瑞璇.国中教师专业认同之研究:游走在“结构─能动”之间.[D]台湾师范大学博士学位论文.2007
[22]胡红.体育教师需要与激励的现状及相关研究[J]北京体育大学学报.2004.27(11):1487-1489
[23]黄爱峰.体育教师教育的专业化研究[D]南京师范大学博士学位论文.2005.6
[24]黄汉升.体育科学研究的方法学探索——基于中国体育学300篇博士学位论文的调查与分析.[J]体育科学.2009.29(9):3-17
[25]黄汉升.中国体育教师教育改革的理论与实践[M].北京:高等教育出版社,2004.11
[26]黄丽静.台北县国民小学教师专业认同、社区意识与专业表现之研究.[D].台湾师范大学硕士学位论文.2008.9
[27]皇甫全等.课程与教学论[M].北京:北京师范大学出版社,2002
[28]黄生勇,张颖,张渊等.论“体育与健康”教育研究中的教师研究——构建积极“教师自我”中的问题与对策. [J]西安体育学院学报.2006.23(6):119-122
[29]黄艳,刘中凯.中学体育教师职业认同感的调查研究[J]浙江体育科学.2009.31(4):116-119
[30]季浏.体育与健康课程标准实施过程中应注意的几个问题. [J]上海体育学院学报.2006.30(4):76-80
[31]贾爱武.外语教师专业发展的理论与实践.[D]华东师范大学博士学位论文.2003.3
[32]【加】马克思·范梅南,宋广文等译.生活体验研究.[M]北京:教育科学出版社.2003
[33]【加】达伦·乔治,保罗·马勒里.商佳音,胡月琴译.心理学专业SPSS14.0步步通.[M]北京:世界图书出版公司.2009.1
[34]姜勇.从实体性思维到实践性思维:国外教师发展新取向.[J]外国教育研究.2005.(3):1-4
[35]姜勇,钱琴珍,鄢超云.教师工作满意度的影响因素结构模型研究[J]心理科学.2006.29(4):331-338
[36]教育部基础教育司.教师专业化的理论与实践. [M]人民教育出版社,2001
[37]金美福.教师自主发展论.[D]东北师范大学博士学位论文.2003.3
[38]金吾伦.跨学科研究引论[M].北京:中央编译出版社,1997.5
[39]蒋晓虹.教师职业认同的内涵与策略分析[J]全球教育展望.2009.38(2):70-72
[40]寇冬泉.教师职业生涯高原:结构、特点及其与工作效果的关系.[D]西南大学博士学位论文,2007.5
[41]李芳.论教师职业认同对教师专业发展的意义[J]濮阳职业技术学院学报2007,20(2):99-100
[42]李健,王荣民,董大力等.中学体育教师对教学自主性的认识. [J]北京体育大学学报.2004.27(5):663-666
[43]李彦花.教师专业认同与教师专业成长[J]课程·教材·教法.2009.29(1):78-83
[44]李彦花.中学教师专业认同研究.[D].西南大学博士学位论文.2009.5
[45]李洋洋等.新课改背景下初中体育教师职业能力认同情况的调查研究[J]沈阳体育学院学报2007,26(1):80-82
[46]林崇德.心理学大辞典[M]上海教育出版社,2003
[47]刘捷.专业化:挑战21世纪的教师[M]北京:教育科学出版社2002.
[48]刘金花.儿童发展心理学. [M]华东师范大学出版社,1997
[49]刘秋颖,苏彦捷.初次就业个体的职业认同获得及其相关因素[J]北京大学学报(自然科学版),2007.43(2):257-264
[50]刘秋颖等.职业认同发展的个案研究[J]中国临床心理学杂志2006, 14(1):49-51
[51]刘喜富.教师职业认同的指向和态势[J]当代教育论坛2007(9)64-65
[52]陆春萍,邓伟志.社会实践:能动与结构的中介——吉登斯结构化理论阐释.[J]学习与实践.2006.(2):76-83
[53]罗琴,廖诗艳.教师专业发展的阶段性:教学反思视角.现代教育科学2005.(2):71-73
[54]罗小兵,王斌,鲁长芬.普通高校体育教师职业生涯发展不同阶段组织承诺与离职倾向关系研究[J]北京体育大学学报.2008.31(3):384-386
[55]【美】Thomas R. Guskey著.方乐等译.教师专业发展评价[M]中国轻工业出版社,2005.2
[56]【美】W. Lawrenee Neuman著,郝大海译.社会研究方法. [M]北京:中国人民大学出版社,2007.1
[57]【美】Matthew B.和A. Michael Huberman著,张芬芬译.质性资料的分析:方法与实践. [M]重庆:重庆大学出版社,2008.3
[58]【美】埃里克·艾里克森著,孙名之译.同一性:青少年与危机. [M]浙江教育出版社,1998
[59]【美】埃文·赛德曼著,周海涛译.质性研究中的访谈:教育与社会科学研究者指南. [M]重庆:重庆大学出版社,2009.1
[60]【美】约翰·杜威著,王承绪译.民主主义与教育. [M]人民教育出版社.2001.
[61]【美】约翰·W·克雷斯威尔著,崔延强译.研究设计与写作指导:定性、定量与混合研究的路径. [M]重庆:重庆大学出版社,2007.1
[62]潘惠玲.教育研究的取径:概念与应用[M].上海:华东师范大学出版社,2005.6
[63]潘建芬,周志勇.改革开放30年我国中小学体育教师培训的实践探索.[J]继续教育研究.2009,(8):99-101
[64]潘凌云.从自在自我到自由自觉——体育教师专业发展的突破与超越[J]武汉体育学院学报.2008.42(6):93-96
[65]潘凌云.向反思型体育教师转变的背景与策略[J].体育学刊.2006.13(6):78-81
[66]庞红卫.中小学教师职业认同与职业卷入状况的调查研究.[J].现代教育科学. 2008.(2):103-106
[67]彭茜.三十年来教师专业化的国际回顾和展望[J]外国教育研究.2002.(2):61
[68]秦奕.幼儿园教师职业认同结构要素与关键主题研究.[D].南京师范大学博士学位论文.2008.5
[69]任勇,刘正国.体育教师职业倦怠现象的解析及策略[J]山东体育学院学报2008.24(1):94-96
[70]荣泰生.AMOS与研究方法.[M]重庆:重庆大学出版社.2009.3
[71]申燕,吴琳娜,张景焕.优秀教师成长历程的质性研究[J].当代教育科学.2009.(6):25-30
[72]沈伊默.从社会交换的角度看组织认同的来源及效益.[J]心理学报.2007.39(5):918-925
[73]沈之菲.近十年西方教师认同问题研究及启示[J]上海教育科研2005. (11):10-13
[74]孙有平,张磊.中学体育教师专业化发展研究. [J]体育文化导刊.2008.(7):92-95
[75]宋会君.体育教师专业化之研究[D]北京体育大学博士学位论文2005.6
[76]孙有平,张磊.中学体育教师专业自主现状及其影响因素的调查与分析. [J]体育学刊.2009.16(2):68-72
[77]孙钰华.教师职业认同对教师幸福感的影响.[J]宁波大学学报(教育科学版).2008.30(5):70-73
[78]孙志麟.师资培育制度变革下职前教师的专业认同.[J]台湾教育社会学研究.2001.1(2):59-89
[79]汤国杰.普通高校体育教师职业认同与工作满意度的关系研究.[J].心理科学2009.32(2):475—477
[80]汤国杰.普通高校体育教师职业认同理论模型建构与实证研究. [J]北京体育大学学报.2009.32(3):98-101
[81]唐炎,刘昕,周登嵩.言语行为与角色呈现———对36名体育教师的实证分析[J].北京体育大学学报.2008.31(11):1534-1540
[82]唐玉光.教师专业发展的研究[J]外国教育资料1999,(6):39
[83]田虎伟.混合方法研究:美国教育研究中的新范式.[J]高等教育研究.2006.27(11):74-78
[84]田麦久.我国体育科学的新征程——第七届全国体育科学大学学术总结[J]体育科学.2005.25(3):3-7
[85]田强.中学体育教师的职业困境与自我发展.[J]体育学刊.2006.13(6):136-138
[86]王家宏.21世纪体育教育人才培养的研究.[M]北京:北京体育大学出版社.2007
[87]王丽云.自传/传记/生命史在教育研究上的应用. [M](台湾)中正大学教育研究所编,质的研究方法, 265-306.高雄:丽文文化.2000
[88]王熙.质性研究中的多重研究关系和伦理“雷区”:一位行动研究者的自反性思考[J].教育研究.2009.5(4):69-76
[89]魏钧.组织认同的基础理论、测量及相关变量.[J]心理科学研究进展.2007.15(6):948-955
[90]魏淑华.山显光.国外教师职业认同的研究现状[J]外国教育研究.2005.32(3):15-17
[91]魏淑华.教师职业认同研究.[D].西南大学博士学位论文.2008.11
[92]魏淑华.教师职业认同与教师专业发展[D]曲阜师范大学硕士学位论文.2005.6
[93]温家宝.政府工作报告[M].北京:人民出版社.2009.4
[94]温忠麟,侯杰泰,马什赫伯特.结构方程模型检验:拟合指数与卡方准则.心理学报,2004,36(2):186-192.
[95]吴明隆.SPSS统计应用实务——问卷分析与应用统计.[M]北京:科学出版社.2009.7
[96]吴明隆.结构方程模型——AMOS的操作与应用.[M]重庆:重庆大学出版社.2009.7
[97]吴慎慎.教师专业认同与终身学习:生命史叙说研究.[D]台湾师范大学博士学位论文.2002
[98]吴文胜.教师职业认同:困境与理性回归[J]现代教育论丛,2008,(6):55-59
[99]吴遵民,秦洁,张松龄.我国教师继续教育的回顾与展望.[J].教师教育研究,2010.22(3):1-8
[100]许新年.湖南省高校体育教师自我职业认同现状的调查与分析.[D]湖南师范大学硕士学位论文.2006.6
[101]夏征农主编.辞海. [M]上海辞书出版社,1989
[102]严玉梅.高校教师职业认同、工作满意度与离职意向的关系研究——来自湖南省长沙市高校的调查.[D]湖南师范大学硕士学位论文.2008.5
[103]杨春芳.主体发展:教师专业发展的应然取向——关于教师专业发展的反思. .[J]天津教科院学报.2006.(1):19-21
[104]杨贵仁.中国学校体育的改革与实践[M].北京:高等教育出版社,2006.7
[105]杨佩茹.国中教师零体罚教育政策态度、教师效能、教师专业认同与教师组织承諾关系之研究—以台湾中部地区四县市为例[D].彰化师范大学硕士学位论文.2009.6
[106]叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001.10
[107]于慧慧.中学青年教师职业认同现状研究—来自湖南省小城市中学的调查.[D]湖南师范大学硕士学位论文.2006.5
[108]袁贵仁.价值学引论[M].北京:北京师范大学出版社,1991
[109]曾广林.中学体育教师专业道德及其建设研究[D].福建师范大学博士学位论文.2009.6
[110]曾天山.教育科研的视野与方向[M].北京:教育科学出版社,2009.7:
[111]张慧芳,张海平.阻挠与抗拒——解析《体育与健康》新课程实施下的教师改变[J]北京体育大学学报.2004.27(10):1391-1393
[112]张贵新.对教师专业化的理念、现实与未来的探讨[J]外国教育研究2002,(2):52
[113]张惠珍.我国中小学体育教师专业化发展研究[D]2006西北师范大学硕士学位论文
[114]张力为.体育科学研究方法[M].北京:高等教育出版社,2004.5
[115]张敏.国外教师职业认同与专业发展研究评述[J]比较教育研究2006.(2) :77-81
[116]张培.生命的背离:现代教师生存状态透视. [J]教师教育研究.2009.21(1):50-55
[117]赵明仁.教学反思与教师专业发展[M].北京:北京师范大学出版社,2009.6
[118]赵康.专业、专业属性及判断成熟的六条标准. [J]社会学研究2000.5
[119]张丽艳.管理教练功能的多维结构及对员工绩效和工作满意度的影响研究[J]软科学.2009.23(1):99-103
[120]中华人民共和国教师法·中华人民共和国教育法.[M].北京:法律出版社.2009:1
[121]钟祖荣.论教师专业发展的现代理念[J]中小学管理2003.(1):30
[122]周凤美、宋佩芬.实习教师建构教师专业认同之研究.[J]新竹师范学院学报,2005.20:1-26
[123]周济.在学校体育工作会议上的讲话[J]中国学校体育2007(1):8-11
[124]周建平.教师自我认同:危机与出路. [J]教师教育研究.2009.21(4):27-30
[125]周淑卿.课程发展与教师专业[M].北京:九州出版社,2006
[126]周细琴.王伟.中学体育教师职业声望的形成及其发展.[J]体育学刊.2003.10(3):109-110
[127]周艳丽.周珂.河南省高中体育教师工作满意度调查[J]广州体育学院学报2003.23(4):53-56
[128]朱伏平,张宁俊.职业认同与组织认同关系研究[J].商业研究.2010.(1):68-71
[129]朱新卓.教师专业化的现代性困境.[J].高等教育研究.2005.(1):50-55
[130]朱智贤.心理学大词典[M]北京师范大学出版社,1989.
[1] Angela o’Connor & Doune Macdonald. Up Close and Personal on Physical Education Teachers’Identity: Is Conflict an Issue? [J].Sport, Education and Society, 2002.7(1): 37–54
[2] Antonek, J. L., Mccormick, D. E., & Donato, R. The student teacher profolio as autobiography: Developing a professional identity. [J].The Modern Language Journal, 1997.81(1):15-27.
[3] Beijaard, D. Meijer, P. C., & Verloop, N. Reconsidering research on teachers’professional identity. [J]Teaching and Teacher Education, 2004.20:107-128.
[4] Beijaard, D. Verloop, N., & Vermunt, J. D. Teachers’perceprions of professional identity: An exploratory study from a personal knowledge perspective. [J]Teaching and teacher education, 2000.16: 749-764.
[5] Britzman, D. P. Practice makes practice: A study of learning to teach. [M]New York: State University of New York Press.1991
[6] Britzman, D. P.The terrible problem of knowing thyself: Toward a poststructural account of teachers’identity.[J]The Journal of Curriculum Theorizing,1992.9(3), 23-46.
[7] Bullough,R.V ,&Baughman, K.First year teacher eight years later: An inquiry into teacher development.[J]New York: Teachers College Press, 1997.
[8] Carson T. and Johnston I.. Cultural Difference and Teacher Identity Formation:The Need for a Pedagogy of Compassion[J]. Journal for the Psychoanalysis of Culture & Society, 2001.6(2), 259-264
[9] Castells, Manuel. The Information Age: Economy, society, and culture, vol. II. The power of identity. [M]Oxford:lackwell.1997
[10] Christopher Day, Alison Kington, Gordon Stobart and Pamammons.The personal and professional selves of teachers: stable and unstable identities.[J]British Educational Research Journal2006.32(4): 601–616
[11] Clandinin, D. Jean &. Connelly, F. Michael.Teachers’professional knowledge landscapes: Teacher Stories-stories of teachers-school stories-stories of schools.[ J] Educational Researcher, 1999.25(3), 24-30
[12] Coldron.J.&Jmith.R.Active Location in teachers'Construction of their Professional identities[J]Journal of Curriculum Studies 1999.31(6):711-726
[13] Connelly,F.M. &Anderson,M.A.Shaping a professional identity:Stories of education practice. [J].Teaching and Teacher Education,2001
[14] Dawn Joseph&Marina Heading.Putting Theory into Practice: Moving from Student Identity toTeacher Identity[J]. Australian Journal of Teacher Education.2010.35(3):75-87
[15] Day, C. Hadfield, M. (1996). Metaphors for movement: accounts of professional development. In Michael Kompf, W. Richard Bond, Don Dworet & R. Terrance Boak(Eds).,Changing research and practice; Teachers’professionalism identities and knowledge. [M]London: Falmer Press. 1996,78-89
[16] deLauretis, T.Feminist students/critical studies: Issues, terms and, contexts. In T. deLauretis (Ed.),Feminist studies/critical studies(p1-19).[M]Bloomington: Indiana University Press.1986
[17] Denver.Brickson,S..The impact of identity orientation on individual and organizational outcomes in demographically diverse settings. [J]Academy of Management Review,2000.25(1),82-101.
[18] Dworet, D.Teachers' identities: Overview. In Michael Kompf, W. Richard Bond, Don Dworet&R. Terrance Boak(Eds.), Changing research and practice: Teachers' professionalism identities and knowledge[M]. London: Falmer Press,l996, 67-68.
[19] Denzin, N. & Lincoln, Y. (eds.). Handbook of qualitative research.[M]Thousand Oaks, Califage.1989
[20] Dillabough, T, A. Gender politics and conceptions of the modern teacher: Women, identity andprofessionalism. [J]British Journal of Sociology of Education, 1999, 20(3): 373-394.
[21] Douwe B,Paulien C M,Nico V.Reconsidering Research on Teachers’Professional Identity. [J].Teaching and Teacher Education,2004,(20):107-128.
[22] Evron, N. C.Being art teachers negotiation of their beliefs and identity within the public school system. [J].International Journal of Art Educational Research,2004.2(1):56-90
[23] Flores , Maria Assuncao&Day,Christopher . Contexts which shape and reshape new teachers’identities:A multi-perspective study.[J].Teaching&Teacher Education,2006,22(2):219-232.
[24] Fiona Dowling.Physical education teacher educators’professional identities, continuing professional development and the issue of gender equality [J].Physical Education and Sport Pedagogy. 2006(11), 3: 247–263
[25] Foucault, M. Technologies of self. [M]Boston: University of Massachusetts Press, 1988.
[26] Fuller,F. &Bown,O.Becoming a teacher.In K. Ryan(Eds.),Teacher education. [M]Chicago,IL:University of Chicago press.1975
[27] Gaziel,H.H. Sabbatical leave,Job burnout and turnover intentions among teachers [J] International Journal of lifelong Education 1995, 14(4):331-338.
[28] Goodson,I.F.&Cole,A.L.Exploring the teacher's professional knowledge:Constructing and community[J]Teacher Education Quarterly,1994,21(1):85-105
[29] Goodson, I.Professional knowledge and the teacher’s life and work. In C. Day, A. Fernandez, T. E. Hauge, & J. Mollerb(Eds.), The life and work of teachers: International perspectives in changing times .[M].London: The Falmer Press. 2000:13-25
[30] Goodson.I.Teacher professional identity:competing discourse.Competing outcomes.[J]Education Policy, 2001,16(2):155
[31] Graham, R.,&Young, J. Curriculum, identity, and experience in multicultural education. [J]The Alberta Journal of Educational Research, 1998, 44(4): 397-407.
[32] Hall D.T. Chandler D E. Psychological success: when the career is a calling.[J]Journal of Organizational Behavior,2005, 26(2): 155-176.
[33] Holt-Reynolds. D. The dialogues of teacher education: Entering and influencing preservice teachers’internal conversations. [R]Research Report in National Center for Research on TeacherLearning, East Lansing,1991
[34] Howe K.R. Against the quantitative一qualitative incompatibility thesis or dogmas diehard . [J]Education Researcher.1992.2(17):10-16.
[35] Hoyle.E.Professionalization and Deprofessionalization in Education [A],in Hoyle.F. and Megarry.J.I.(eds),Professional Development of Teachers:World Yearbook of Education,1980,London:Kogan Pagem.1980,43
[36] Judyth Sachs.Teacher professional identity:competing discourse. Competing outcomes[J]Education Policy, 2001,16(2):155
[37] Keay, J. What is a PE teacher's role? The influence of learning opportunities on role definition[J].Sport, Education & Society; 2006, Vol.11(4):369-383
[38] Kelchtermans, Geert. Telling dreams: A commentary to Newman from a European context.[J] International Journal of Educatonal Research. 2000.33: 209-211.
[39] Kompf, M. Introduction. In Kompf, M., Bond, W. R., Dworet D., & T. Boak(Eds.). Changing research and practice: Teachers’professionalism, identities and knowledge (pp.1-4). [M]London: Falmer Press. 1996:2
[40] Kremer-Hayon, L., Faraj, H., & Wubbels, T. Burn-out among Israeli Arab school principals as a function of professional identity and interpersonal relationship with teachers [J].International Journal of Leadership in Education, 2001.5(2), 149-162.
[41] Kremer,L.and Hofman,J.E.Teachers’professional identity and burnout[J].Research in Education,198l,34:89-93.
[42] Lacey,C.The socialization of teachers. [M]London:Methuen and Co,1977.
[43] Lasky, S.. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. [J]Teaching and Teacher Education, 2005.21, 899-916.
[44] Linde, Charlotte. Life stories: The creation of coherence.[M]Oxford University Press.1993
[45] London M. Toward a theory of career motivation.[J]Academy of Management Review, 1983, 8(4): 620-630.
[46] Macdonald, D. & Kirk, D. Pedagogy, the body and Christian identity.[J]Sport, Education and Society, 1999.4(2):131–142.
[47] MacLure, M.Arguing for your self: Idenetity as an organizing principle in teachers’jobs and lives.[J] British educational research journal, 1993.19(4):311-322.
[48] Mark Robinson,Angela Anning&Nick Frost..‘When is a teacher not a teacher?’:knowledge creation and the professional identity of teachers within multi-agency teams[J]Studies in Continuing Education ,2005,27(2):175-191
[49] Mawhinney.H. &Xu.F.Restructuring the identity of foreign-trained teaehers in Ontario school. [J].TESOL Quarterly.1997,31(3):632-639.
[50] Mayer, D. Building teaching identities: implications for pre-service teacher education, paper presented tothe Australian Association for Research in Education, [M].Melbourne, 1999.
[51] Mc Gowen KR, Hart LE. Still different after all these years: Gende differences in professional identity formation. [J]Professional Psychology: Research and Practice,1990,21:118-123
[52] Mishler,E.GStorylines:Craft artists' Narratives of identity. [J]Cambridge, MA:Harvard University Press,1999
[53] Moore,M.&Hofman,J.E.ProfessionaI identity in institutions of higher learning in IsraeI.[J]Higher Education,1998,17(1):69-79.
[54] Newman, Charlene S.Seeds of professional development in pre-service teachers: A study of their dreams and goals.[J] International Journal of Educational Research, 2000.33 (2), 123-217.
[55] Newman, W. L. Social research methods: Qualitative and quantitative approaches.[M]Boston: Allyn and Bacon.1997
[56] Nunnally,J.C. PSychometric Theory.[M].N.Y:McGraw.Hill,1978
[57] Paechter, C.,&Head, J. Gender, identity, status and the body: Life in a marginal subject . [J]Gender and Education. 1996. 8(1): 21-29.
[58] Proweller,Amira.&Mitchener,Carole P. Building teacher identity with urban youth:voices of beginning middle school science teachers in an alternative certification Program. [J]Journal of research in science teaching,2004,41(10):1044-1062.
[59] Rex, L., & Nelson, M. C.How teachers’professional identities position high-stakes test preparation in their classroom. [J]Teacher College Record, 2004.106(6):1288-1331.
[60] Ritchie, J. S. & Wilson, D. E.Teacher narrative as critical inquiry: Rewriting the script.[M] New York: Teachers College Press.2000:20
[61] Sachs, Judyth. Teacher professional identity:discourses, competing outcomes.[J].Journal of Education Policy, 2001, 16(2): 149-161
[62] Samuel, M.,&Stephens, D. Critical dialogues with self Developing teacher identities and roles-a case study of South Africa. [J] International Journal of Educational Research, 2000, 33(5): 475-491.
[63] Santrock J.W. Adolescence (11th Edition). [M]New York:McGraw-Hall, 2005: 399. 29.
[64] Schein E. Career dynamics: Matching individual and organizational needs. [M]Addison-Wesley Publishing Company, 1978:12
[65] Smylie.M,Conyers.J. Changing conceptions of teaching influence the future of professional development [J]Journal of Staff Development,1991,12(1):12-16.
[66] Steeley, Sherry L. Language, Culture, and professional identity: Cultural productions in a Bilingual Career Ladder Training Program. George Mason University, 2005.
[67] Stroot, S., Collier, C., O’sullivan, M. & England, K. Hoops and hurdles:workplace conditions in secondary physical education. [J] Journal of Teaching in Physical Education, 1994.(13):342–360.
[68] Ten Dam, Gait T M., Bolm, Sarah. Learning through participation. The potential of school-based teacher education for developing a professional identity. [J] Teaching and Teacher Education, 2006, 22(6): 647-660.
[69] Tennant, Mark.Adult learning for self-development and change. [M]In Arthur L. Wilson and Elisabeth R. Hayes(eds.), Handbook of adult and continuing education, 2000.17(6):87-100.
[70] Van den Berg, R. Teacher's meanings regarding educational practice. [J]Review of Educational 2002, 72(4): 377-623.
[71] Van Huizen, Peter., van Oers, Bert., Wubbels, Theo. A Vygotskian perspective on teacher education.[J]Journal of Curriculum Studies, 2005, 37(3): 267-290.
[72] Viadero D.Mixed Methods’research examined researchers see pros and cons of‘Mixed Methods’studies[N].Education Week.2005.1.26.
[73] Volkmann, M. J.&Anderson, M. A. Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher. Science Education. [J]1998, 82(3): 293-310.
[74] Watson C. Narratives of Practice and the Construction of Identity in Teaching [J].Teachers and Teaching:Theory and Practice,2006,12(5):509-526
[75] Zembylas, M.Emotions and teacher identity: A poststructural perspective.[J]Teachers and Teaching: theory and practice, 2003.9(3), 213-238.