长春市城区中学体育教师职业认同现状调查与研究
|
摘要
职业认同是指个体对于所从事职业的积极感知和认可程度,职业认同是从事这一职业的人发展的内在激励因素。教师是决定学校教育质量的主要因素,因为教师是学校教育的主要实施者。《中国教育改革和发展纲要》中指出:“振兴民族的希望在教育,振兴教育的希望在教师,建设一支具有良好的政治业务素质,结构合理,相对稳定的教师队伍,是教育改革和发展的根本大计。”体育是教育的重要组成部分,是培养全面发展人才不可或缺的一个重要方面。体育教师作为体育教育者,肩负着培养体育人才、发展国民体质的重任。研究体育教师的职业认同,具有很高的理论意义和现实意义。
为了解长春市中学体育教师的职业认同情况,本人选取长春市30所中学197名体育教师做为研究对象进行调查,以问卷调查法为主,从专业认同、环境认同、学校管理、福利报酬、人际关系、职业期望六个维度进行调查分析,结果表明:1.长春市中学体育教师职业认同的水平整体比较高,但不同变量特征的个体之间存在显著差异。2.不同性别的体育教师的职业认同水平相比较,男性教师认同水平较高,具体表现在环境认同和学校管理两个方面。3.不同年龄和不同教龄的体育教师的职业认同水平呈现“两头大、中间小”的状态。4.不同学历的体育教师职业认同水平相比较有显著差异,具体表现为:学历越高,职业认同水平越高。5.普通任课教师与体育教研组主任的职业认同之间不存在显著差异。6.高中体育教师职业认同水平高于初中体育教师。7.重点中学与普通中学的体育教师职业认同相比较,重点中学的体育教师职业认同水平显著高于普通中学体育教师的职业认同水平。
针对长春市中学体育教师职业认同一系列特征,我们提出以下建议:
1.从学校体育被忽视的源头入手,强调学校体育的重要性。
2.优化教育资源配置,保证体育教学顺利进行。
3.建立多种奖励制度,促进教师情感回归。
4.加强纵向沟通,实施人性化管理。
5.加强横向沟通,共同促进提高。
Career identity is positive perception and recognition rate for an individual professional,which is intrinsic incentive factors engaged in the professional people development. Teacher is to determine the main factor of school education quality, because of the teachers is the main executor of school education. The《China education reform and development outline》pointed out that:“The hope of nation promotion is education, which is in teachers who build a good politics professional quality, reasonable structure and relatively stable pedagogic team. Teachers are the important plan of the reform and development of education。”The PE is an important part of education, and important aspect of cultivate all-round developing talents. PE teachers, as educators, are shouldering cultivating sports talents and the burden of national physical development. Study of the physical education teachers professional identity, has the very high theoretical and realistic significance.
In order to understand career identity of PE teachers in the middle school of Changchun city,I choose 169 PE teachers in 30 middle school of Changchun as research object investigation,based on a questionnaire survey method mainly,from professional identity, environmental identity, a school management, welfare remuneration, interpersonal relationship and career expectations six dimensions for Investigation and analysis. Results show that: 1. Changchun PE teachers in middle schools in the level of career identity is quite high, but overall the different variables features significant differences between individuals.2.Men and women PE teachers' career identity level compared, Male teachers identification level to be higher, The specific performance in environmental identity and school management two aspects.3. Different ages and different teaching ages PE teachers career identity level presents "Two ends big, middle small" state, PE teachers' career identity level of age in 31-45 and teaching ages in 6-10 years、11-20 years is lower.4. Different degree of PE teachers' career identity has significant difference compared level, the specific performance: degree higher the level of career identity higher.5. Career identity between ordinary teachers and head of PE Section have no significant differences.6.High school PE teachers' career identity level higher than junior high school physical education teachers.7.Key middle school and average middle school physical education teachers' career identity compared, Key middle school physical education teachers career identity significantly higher than PE teachers in middle schools.
Aimed at Series features of Changchun middle-school PE teachers' career identity, we put forward the following suggestions:
1. From overlooked source of school physical education, emphasize the importance of school sports.
2. Optimize education resource allocation, guarantee sports teaching smoothly.
3. Build multiple reward system, to promote teachers' emotional regression.
4.Strengthen the longitudinal communication , actualizing humanized management.
5.Strengthen the lateral communication,help each other and make progress together.
为了解长春市中学体育教师的职业认同情况,本人选取长春市30所中学197名体育教师做为研究对象进行调查,以问卷调查法为主,从专业认同、环境认同、学校管理、福利报酬、人际关系、职业期望六个维度进行调查分析,结果表明:1.长春市中学体育教师职业认同的水平整体比较高,但不同变量特征的个体之间存在显著差异。2.不同性别的体育教师的职业认同水平相比较,男性教师认同水平较高,具体表现在环境认同和学校管理两个方面。3.不同年龄和不同教龄的体育教师的职业认同水平呈现“两头大、中间小”的状态。4.不同学历的体育教师职业认同水平相比较有显著差异,具体表现为:学历越高,职业认同水平越高。5.普通任课教师与体育教研组主任的职业认同之间不存在显著差异。6.高中体育教师职业认同水平高于初中体育教师。7.重点中学与普通中学的体育教师职业认同相比较,重点中学的体育教师职业认同水平显著高于普通中学体育教师的职业认同水平。
针对长春市中学体育教师职业认同一系列特征,我们提出以下建议:
1.从学校体育被忽视的源头入手,强调学校体育的重要性。
2.优化教育资源配置,保证体育教学顺利进行。
3.建立多种奖励制度,促进教师情感回归。
4.加强纵向沟通,实施人性化管理。
5.加强横向沟通,共同促进提高。
Career identity is positive perception and recognition rate for an individual professional,which is intrinsic incentive factors engaged in the professional people development. Teacher is to determine the main factor of school education quality, because of the teachers is the main executor of school education. The《China education reform and development outline》pointed out that:“The hope of nation promotion is education, which is in teachers who build a good politics professional quality, reasonable structure and relatively stable pedagogic team. Teachers are the important plan of the reform and development of education。”The PE is an important part of education, and important aspect of cultivate all-round developing talents. PE teachers, as educators, are shouldering cultivating sports talents and the burden of national physical development. Study of the physical education teachers professional identity, has the very high theoretical and realistic significance.
In order to understand career identity of PE teachers in the middle school of Changchun city,I choose 169 PE teachers in 30 middle school of Changchun as research object investigation,based on a questionnaire survey method mainly,from professional identity, environmental identity, a school management, welfare remuneration, interpersonal relationship and career expectations six dimensions for Investigation and analysis. Results show that: 1. Changchun PE teachers in middle schools in the level of career identity is quite high, but overall the different variables features significant differences between individuals.2.Men and women PE teachers' career identity level compared, Male teachers identification level to be higher, The specific performance in environmental identity and school management two aspects.3. Different ages and different teaching ages PE teachers career identity level presents "Two ends big, middle small" state, PE teachers' career identity level of age in 31-45 and teaching ages in 6-10 years、11-20 years is lower.4. Different degree of PE teachers' career identity has significant difference compared level, the specific performance: degree higher the level of career identity higher.5. Career identity between ordinary teachers and head of PE Section have no significant differences.6.High school PE teachers' career identity level higher than junior high school physical education teachers.7.Key middle school and average middle school physical education teachers' career identity compared, Key middle school physical education teachers career identity significantly higher than PE teachers in middle schools.
Aimed at Series features of Changchun middle-school PE teachers' career identity, we put forward the following suggestions:
1. From overlooked source of school physical education, emphasize the importance of school sports.
2. Optimize education resource allocation, guarantee sports teaching smoothly.
3. Build multiple reward system, to promote teachers' emotional regression.
4.Strengthen the longitudinal communication , actualizing humanized management.
5.Strengthen the lateral communication,help each other and make progress together.
引文
①马雷.高校教师的职业认同感与队伍稳定[J].华东冶金学院学报(社会科学版),2000(4):116.
②吴冰.体育教师工作满意度研究现状综述[J].聊城大学学报(自然科学版),2008,21(3):104-407.
①孙婷婷.城乡中小学教师职业认同的比较研究—以重庆市中小学为例[D]:[硕士学位论文].重庆:西南大学,2010.
②Coldron,John&Smith,Robin.Active location in teachers'construction of their professional identities[J].Journal of Curriculum Studies,1999,31(6):711-726
③Paechter,C.,&Head,J.Gender,identity,status and the body:Life in a marginal subject[J].Gender and Education,1996,8(1):21-29.
④Knowles,GJ.Models of Understanding Pre-service and Beginning teachers'BiograPhies,InI.Goodson(ed.)Studying Teachers'Lives,London:Routledge,1992.转引自魏淑华.教师职业认同研究.
①Lortie,D.School teacher:A sociological study.Chicago:University of Chicago Press,1975.转引自魏淑华.教师职业认同研究.
②魏淑华.教师职业认同研究[D]:[博士学位论文].重庆:西南大学,2008.
③王静.兰州市幼儿教师职业认同与专业发展研究[D]:[硕士学位论文].甘肃:西北师范大学,2007.
④贾盈楠.小学男教师职业认同研究[D]:[硕士学位论文].辽宁:辽宁师范大学.2010.
⑤王淼.中小学教师职业认同差异的调查与分析[D]:[硕士学位论文].辽宁:辽宁师范大学,2010.
⑥李彦花.中学教师专业认同研究[D]:[硕士学位论文].重庆:西南大学,2009.
①方明军,毛晋平.我国大学教师职业认同现状的调查分析[J].高等教育研究,2008,29(7):37-39.
②吴冰.福建省高校体育教师工作满意度和工作投入及其关系的研究[D]:[硕士学位论文].福建:福建师范大学,2007.
①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]:[硕士学位论文].湖南:湖南师范大学,2008.
②徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D]:[硕士学位论文].湖南:湖南师范大学,2006.
③邓石军.农村初中教师职业认同现状研究—来自湖南永州市的调查[D]:[硕士学位论文].湖南:湖南师范大学,2010.
①梁丽萍:中国人的宗教心理[M],社会科学文献出版社,200411-12.
②Wenger,R.communities of Praetice:Learning,Meaning and Identity(cambridge:cambridge University press,1998,149).
③张敏.国外教师职业认同与专业发展研究述评[J].比教教育研究,2006(2):77.
④苏丽萍.江苏省高校教师职业认同现状及影响因素研究[D]:[硕士学位论文].苏州.苏州大学,2010.
①Beijaard,D.Teachers'Prior experiences and actual Perceptions of Career identity.teachers and teaching:Theory and Practice,1995(1):281一94.
②Gaziel,H.H.Sabbatical leave,Job burnout and tumover intentions among teachers.International Journal of lifelong Education,1995,14(4):331-338.
③苏丽萍.江苏省高校教师职业认同现状及影响因素研究[D]:[硕士学位论文].苏州.苏州大学,2010.
④启哲.职业认同与职业倦怠[J].职业时空,2005 (8):1.
⑤陈同军.小学男教师职业认同调查与分析[D]:[硕士学位论文].上海:华东师范大学,2006.
⑥苏丽萍.江苏省高校教师职业认同现状及影响因素研究[D]:[硕士学位论文].苏州.苏州大学,2010.
⑦《中国大百科全书·社会学》,中国大百科全书出版社1991年版,第475页。
⑧《教育专业》台北师大书苑有限公司1992年版第9页
①夏素荣.农村在职教师专业发展研究[D]:[硕士学位论文].云南:云南师范大学,2004.
②夏菁.研究生职业期望的影响因素分析——基于经济学的考察[D]:[硕士学位论文].湖北:湖北大学,2009.
①Beijaard,D.,Verloop,N.,&Vermunt,J.D.Teachers’perceprions of career identity:Anexploratory study from a personal knowledge perspective.[J]Teaching and teacher education,2000.16:749-764.
②周珂.中学体育体育教师职业认同研究[D]:[博士学位论文].河南:河南大学,2010.
③魏淑华.教师职业认同研究[D]:[博士学位论文].重庆:西南大学,2008.
④李彦花.中学教师专业认同研究[D]:[硕士学位论文].重庆:西南大学,2009.
⑤徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D]:[硕士学位论文].湖南:湖南师范大学,2006.
①吴冰.福建省高校体育教师工作满意度和工作投入及其关系的研究[D]:[硕士学位论文].福建:福建师范大学,2007.
①王淼.中小学教师职业认同差异的调查与分析[D]:[硕士学位论文].辽宁:辽宁师范大学,2010.
②魏淑华.教师职业认同研究[D]:[博士学位论文].重庆:西南大学,2008.
③李彦花.中学教师专业认同研究[D]:[硕士学位论文].重庆:西南大学,2009.
④Seott.D.An examination of the relationship of emPloyee involvement with job satisfaction, emPloyee cooPeration,and intention to quit in U.S. invested enterPrise inChina.International Journal of Organizational Analysis,2003,11(1):3一19.
⑤王祖莉.初中教师工作满意度的调查研究[J].当代教育科学.2003,11:37-39
⑥吴冰.体育教师工作满意度研究现状综述[J].聊城大学学报(自然科学版),2008,21(3):104-407.
①王淼.中小学教师职业认同差异的调查与分析[D]:[硕士学位论文].辽宁:辽宁师范大学,2010.
②徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D]:[硕士学位论文].湖南:湖南师范大学,2006.
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.
②Keay,J.What is a PE teacher's role?The influence of learning opportunities on role[J].Teaching and Teacher Education,2006.
①徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D]:[硕士学位论文].湖南:湖南师范大学,2006.
[1]马雷.高校教师的职业认同感与队伍稳定[J].华东冶金学院学报(社会科学版),2000(4):116.
[2]吴冰.体育教师工作满意度研究现状综述[J].聊城大学学报(自然科学版),2008,21(3):104-407.
[3]孙婷婷.城乡中小学教师职业认同的比较研究—以重庆市中小学为例[D]:[硕士学位论文].重庆:西南大学,2010.
[4]魏淑华.教师职业认同研究[D]:[博士学位论文].重庆:西南大学,2008.
[5]王静.兰州市幼儿教师职业认同与专业发展研究[D]:[硕士学位论文].甘肃:西北师范大学,2007.
[6]贾盈楠.小学男教师职业认同研究[D]:[硕士学位论文].辽宁:辽宁师范大学.2010.
[7]王淼.中小学教师职业认同差异的调查与分析[D]:[硕士学位论文].辽宁:辽宁师范大学,2010.
[8]李彦花.中学教师专业认同研究[D]:[硕士学位论文].重庆:西南大学,2009.
[9]方明军,毛晋平.我国大学教师职业认同现状的调查分析[J].高等教育研究,2008,29(7):37-39.
[10]吴冰.福建省高校体育教师工作满意度和工作投入及其关系的研究[D]:[硕士学位论文].福建:福建师范大学,2007.
[11]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]:[硕士学位论文].湖南:湖南师范大学,2008.
[12]徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D]:[硕士学位论文].湖南:湖南师范大学,2006.
[13]邓石军.农村初中教师职业认同现状研究—来自湖南永州市的调查[D]:[硕士学位论文].湖南:湖南师范大学,2010.
[14]梁丽萍.中国人的宗教心理[M].北京:社会科学文献出版社,2004.11-12.
[15]张敏.国外教师职业认同与专业发展研究述评[J].比教教育研究,2006(2):77.
[16]苏丽萍.江苏省高校教师职业认同现状及影响因素研究[D]:[硕士学位论文].苏州.苏州大学,2010.
[17]Lortie,D.School teacher:A sociological study.Chicago:University of Chicago Press,1975.转引自魏淑华.教师职业认同研究.
[18]启哲.职业认同与职业倦怠[J].职业时空,2005 (8):1.
[19]陈同军.小学男教师职业认同调查与分析[D]:[硕士学位论文].上海:华东师范大学,2006.
[20]夏素荣.农村在职教师专业发展研究[D]:[硕士学位论文].云南:云南师范大学,2004.
[21]夏菁.研究生职业期望的影响因素分析——基于经济学的考察[D]:[硕士学位论文].湖北:湖北大学,2009.
[22]周珂.中学体育体育教师职业认同研究[D]:[博士学位论文].河南:河南大学,2010.
[23]王祖莉.初中教师工作满意度的调查研究[J].当代教育科学.2003,11:37-39
[24]孟昭兰.普通心理学[M].北京:北京大学出版社,2001
[25]殷晓静,文进荣.教师职业认同与教师教育[J].广西教育学院学报,2009,1.
[26]李芳.论教师职业认同对教师职业发展的意义[J].濮阳职业技术学院学报,2007,2.
[27]李先雄,杨芳.需要层次理论与普通高校体育教师需要现状研究[J].湘潭师范学院学报2006,28(3).
[28]宋广文,魏淑华.影响教师职业认同的相关因素分析[J].心理发展与教育,2006(1):80-86.
[29]伍小龙,魏昕.对高校教师职业认同感的思考[J].科技情报开发与经济,2009,19(30):176-178.
[30]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(177):15-17.
[31]严玉梅.国外教师职业认同研究概述[J].科技信息,2007(28):158-159.
[32]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.
[33]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.
[34]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.
[35]薄艳玲.师范生教师职业认同影响因素实证研究[J].湖南第一师范学报,2009,9(3).
[36]魏淑华.教师职业认同与教师专业发展[D]:[硕士学位论文].山东:曲阜师范大学,2005.
[37]朱斌谊.通过教师职业认同促进教师发展[D].重庆:西南大学,2006.
[38]周兴波.河北高校体育教师教学效能感、工作倦怠、自尊及其相互关系的调查研究[D]:[硕士学位论文].上海:华东师范大学,2009.
[39]何云霞.教师专业化背景下江西省城市中学体育教师角色意识与角色行为的调查研究[D]:[硕士学位论文].江西:江西师范大学,2008.
[40]温艳红.山西省成人高校教师职业认同研究[D]:[硕士学位论文].重庆:西南大学,2009.
[41]王玉.上海市成人高校教师职业认同研究[D]:[硕士学位论文].上海:华东师范大学,2009.
[42]唐家珍.我国高校体育教师组织认同研究[D]:[硕士学位论文].武汉:华中师范大学,2008.
[43]Coldron,John&Smith,Robin.Active location in teachers'construction of their professional identities[J].Journal of Curriculum Studies,1999,31(6):711-726.
[44]Paechter,C.,&Head,J.Gender,identity,status and the body:Life in a marginal subject[J].Gender and Education,1996,8(1):21-29.
[45]Wenger,R.communities of Praetice:Learning,Meaning and Identity (cambridge:cambridge University press,1998,149).
[46]Beijaard,D.Teachers'Prior experiences and actual Perceptions of Career identity.teachers and teaching:Theory and Practice,1995(1):281-94.
[47]Gaziel,H.H.Sabbatical leave,Job burnout and tumover intentions among teachers.International Journal of lifelong Education,1995,14(4):331-338.
[48]Knowles,GJ.Models of Understanding Pre-service and Beginning teachers'BiograPhies,In I.Goodson(ed.)Studying Teachers'Lives,London:Routledge,1992.转引自魏淑华.教师职业认同研究.
[49]Seott.D.An examination of the relationship of emPloyee involvement with job satisfaction, emPloyee cooPeration,and intention to quit in U.S. invested enterPrise inChina.International Journal of Organizational Analysis,2003,11(1):3-19.
[50]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.
[51]Keay,J.What is a PE teacher's role?The influence of learning opportunities on role[J].Teaching and Teacher Education,2006.
[52]Hoi Yan Cheung.Measuring the career identity of Hong Kong in-service teachers[J].Journal of In-service Education.2008,34(3).
[53] Valentina Grion,Bianca Maria Varisco.On Line Collaboration for Building a Teacher Career identity[J].PsychNology Journal.2007,5(3).
[54]Samantha Twiselton.The role of teacher identities in learning to teach primary literacy[J].Educational Review.2004,56(2).
[55]Elena Jurasaite. Reconstructing thacher’s career identity in a research discourse:a professional development opportunity in an informal setting[J]. TRAMES,2005,9(59/54).
[56]April Lynn Luehmann. Using Blogging in Support of Teacher Career identity Development:A Case Study[J]. THE JOURNAL OF THE LEARNING SCIENCES,2008,17(287–337).
②吴冰.体育教师工作满意度研究现状综述[J].聊城大学学报(自然科学版),2008,21(3):104-407.
①孙婷婷.城乡中小学教师职业认同的比较研究—以重庆市中小学为例[D]:[硕士学位论文].重庆:西南大学,2010.
②Coldron,John&Smith,Robin.Active location in teachers'construction of their professional identities[J].Journal of Curriculum Studies,1999,31(6):711-726
③Paechter,C.,&Head,J.Gender,identity,status and the body:Life in a marginal subject[J].Gender and Education,1996,8(1):21-29.
④Knowles,GJ.Models of Understanding Pre-service and Beginning teachers'BiograPhies,InI.Goodson(ed.)Studying Teachers'Lives,London:Routledge,1992.转引自魏淑华.教师职业认同研究.
①Lortie,D.School teacher:A sociological study.Chicago:University of Chicago Press,1975.转引自魏淑华.教师职业认同研究.
②魏淑华.教师职业认同研究[D]:[博士学位论文].重庆:西南大学,2008.
③王静.兰州市幼儿教师职业认同与专业发展研究[D]:[硕士学位论文].甘肃:西北师范大学,2007.
④贾盈楠.小学男教师职业认同研究[D]:[硕士学位论文].辽宁:辽宁师范大学.2010.
⑤王淼.中小学教师职业认同差异的调查与分析[D]:[硕士学位论文].辽宁:辽宁师范大学,2010.
⑥李彦花.中学教师专业认同研究[D]:[硕士学位论文].重庆:西南大学,2009.
①方明军,毛晋平.我国大学教师职业认同现状的调查分析[J].高等教育研究,2008,29(7):37-39.
②吴冰.福建省高校体育教师工作满意度和工作投入及其关系的研究[D]:[硕士学位论文].福建:福建师范大学,2007.
①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]:[硕士学位论文].湖南:湖南师范大学,2008.
②徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D]:[硕士学位论文].湖南:湖南师范大学,2006.
③邓石军.农村初中教师职业认同现状研究—来自湖南永州市的调查[D]:[硕士学位论文].湖南:湖南师范大学,2010.
①梁丽萍:中国人的宗教心理[M],社会科学文献出版社,200411-12.
②Wenger,R.communities of Praetice:Learning,Meaning and Identity(cambridge:cambridge University press,1998,149).
③张敏.国外教师职业认同与专业发展研究述评[J].比教教育研究,2006(2):77.
④苏丽萍.江苏省高校教师职业认同现状及影响因素研究[D]:[硕士学位论文].苏州.苏州大学,2010.
①Beijaard,D.Teachers'Prior experiences and actual Perceptions of Career identity.teachers and teaching:Theory and Practice,1995(1):281一94.
②Gaziel,H.H.Sabbatical leave,Job burnout and tumover intentions among teachers.International Journal of lifelong Education,1995,14(4):331-338.
③苏丽萍.江苏省高校教师职业认同现状及影响因素研究[D]:[硕士学位论文].苏州.苏州大学,2010.
④启哲.职业认同与职业倦怠[J].职业时空,2005 (8):1.
⑤陈同军.小学男教师职业认同调查与分析[D]:[硕士学位论文].上海:华东师范大学,2006.
⑥苏丽萍.江苏省高校教师职业认同现状及影响因素研究[D]:[硕士学位论文].苏州.苏州大学,2010.
⑦《中国大百科全书·社会学》,中国大百科全书出版社1991年版,第475页。
⑧《教育专业》台北师大书苑有限公司1992年版第9页
①夏素荣.农村在职教师专业发展研究[D]:[硕士学位论文].云南:云南师范大学,2004.
②夏菁.研究生职业期望的影响因素分析——基于经济学的考察[D]:[硕士学位论文].湖北:湖北大学,2009.
①Beijaard,D.,Verloop,N.,&Vermunt,J.D.Teachers’perceprions of career identity:Anexploratory study from a personal knowledge perspective.[J]Teaching and teacher education,2000.16:749-764.
②周珂.中学体育体育教师职业认同研究[D]:[博士学位论文].河南:河南大学,2010.
③魏淑华.教师职业认同研究[D]:[博士学位论文].重庆:西南大学,2008.
④李彦花.中学教师专业认同研究[D]:[硕士学位论文].重庆:西南大学,2009.
⑤徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D]:[硕士学位论文].湖南:湖南师范大学,2006.
①吴冰.福建省高校体育教师工作满意度和工作投入及其关系的研究[D]:[硕士学位论文].福建:福建师范大学,2007.
①王淼.中小学教师职业认同差异的调查与分析[D]:[硕士学位论文].辽宁:辽宁师范大学,2010.
②魏淑华.教师职业认同研究[D]:[博士学位论文].重庆:西南大学,2008.
③李彦花.中学教师专业认同研究[D]:[硕士学位论文].重庆:西南大学,2009.
④Seott.D.An examination of the relationship of emPloyee involvement with job satisfaction, emPloyee cooPeration,and intention to quit in U.S. invested enterPrise inChina.International Journal of Organizational Analysis,2003,11(1):3一19.
⑤王祖莉.初中教师工作满意度的调查研究[J].当代教育科学.2003,11:37-39
⑥吴冰.体育教师工作满意度研究现状综述[J].聊城大学学报(自然科学版),2008,21(3):104-407.
①王淼.中小学教师职业认同差异的调查与分析[D]:[硕士学位论文].辽宁:辽宁师范大学,2010.
②徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D]:[硕士学位论文].湖南:湖南师范大学,2006.
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.
②Keay,J.What is a PE teacher's role?The influence of learning opportunities on role[J].Teaching and Teacher Education,2006.
①徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D]:[硕士学位论文].湖南:湖南师范大学,2006.
[1]马雷.高校教师的职业认同感与队伍稳定[J].华东冶金学院学报(社会科学版),2000(4):116.
[2]吴冰.体育教师工作满意度研究现状综述[J].聊城大学学报(自然科学版),2008,21(3):104-407.
[3]孙婷婷.城乡中小学教师职业认同的比较研究—以重庆市中小学为例[D]:[硕士学位论文].重庆:西南大学,2010.
[4]魏淑华.教师职业认同研究[D]:[博士学位论文].重庆:西南大学,2008.
[5]王静.兰州市幼儿教师职业认同与专业发展研究[D]:[硕士学位论文].甘肃:西北师范大学,2007.
[6]贾盈楠.小学男教师职业认同研究[D]:[硕士学位论文].辽宁:辽宁师范大学.2010.
[7]王淼.中小学教师职业认同差异的调查与分析[D]:[硕士学位论文].辽宁:辽宁师范大学,2010.
[8]李彦花.中学教师专业认同研究[D]:[硕士学位论文].重庆:西南大学,2009.
[9]方明军,毛晋平.我国大学教师职业认同现状的调查分析[J].高等教育研究,2008,29(7):37-39.
[10]吴冰.福建省高校体育教师工作满意度和工作投入及其关系的研究[D]:[硕士学位论文].福建:福建师范大学,2007.
[11]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]:[硕士学位论文].湖南:湖南师范大学,2008.
[12]徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D]:[硕士学位论文].湖南:湖南师范大学,2006.
[13]邓石军.农村初中教师职业认同现状研究—来自湖南永州市的调查[D]:[硕士学位论文].湖南:湖南师范大学,2010.
[14]梁丽萍.中国人的宗教心理[M].北京:社会科学文献出版社,2004.11-12.
[15]张敏.国外教师职业认同与专业发展研究述评[J].比教教育研究,2006(2):77.
[16]苏丽萍.江苏省高校教师职业认同现状及影响因素研究[D]:[硕士学位论文].苏州.苏州大学,2010.
[17]Lortie,D.School teacher:A sociological study.Chicago:University of Chicago Press,1975.转引自魏淑华.教师职业认同研究.
[18]启哲.职业认同与职业倦怠[J].职业时空,2005 (8):1.
[19]陈同军.小学男教师职业认同调查与分析[D]:[硕士学位论文].上海:华东师范大学,2006.
[20]夏素荣.农村在职教师专业发展研究[D]:[硕士学位论文].云南:云南师范大学,2004.
[21]夏菁.研究生职业期望的影响因素分析——基于经济学的考察[D]:[硕士学位论文].湖北:湖北大学,2009.
[22]周珂.中学体育体育教师职业认同研究[D]:[博士学位论文].河南:河南大学,2010.
[23]王祖莉.初中教师工作满意度的调查研究[J].当代教育科学.2003,11:37-39
[24]孟昭兰.普通心理学[M].北京:北京大学出版社,2001
[25]殷晓静,文进荣.教师职业认同与教师教育[J].广西教育学院学报,2009,1.
[26]李芳.论教师职业认同对教师职业发展的意义[J].濮阳职业技术学院学报,2007,2.
[27]李先雄,杨芳.需要层次理论与普通高校体育教师需要现状研究[J].湘潭师范学院学报2006,28(3).
[28]宋广文,魏淑华.影响教师职业认同的相关因素分析[J].心理发展与教育,2006(1):80-86.
[29]伍小龙,魏昕.对高校教师职业认同感的思考[J].科技情报开发与经济,2009,19(30):176-178.
[30]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(177):15-17.
[31]严玉梅.国外教师职业认同研究概述[J].科技信息,2007(28):158-159.
[32]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.
[33]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.
[34]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.
[35]薄艳玲.师范生教师职业认同影响因素实证研究[J].湖南第一师范学报,2009,9(3).
[36]魏淑华.教师职业认同与教师专业发展[D]:[硕士学位论文].山东:曲阜师范大学,2005.
[37]朱斌谊.通过教师职业认同促进教师发展[D].重庆:西南大学,2006.
[38]周兴波.河北高校体育教师教学效能感、工作倦怠、自尊及其相互关系的调查研究[D]:[硕士学位论文].上海:华东师范大学,2009.
[39]何云霞.教师专业化背景下江西省城市中学体育教师角色意识与角色行为的调查研究[D]:[硕士学位论文].江西:江西师范大学,2008.
[40]温艳红.山西省成人高校教师职业认同研究[D]:[硕士学位论文].重庆:西南大学,2009.
[41]王玉.上海市成人高校教师职业认同研究[D]:[硕士学位论文].上海:华东师范大学,2009.
[42]唐家珍.我国高校体育教师组织认同研究[D]:[硕士学位论文].武汉:华中师范大学,2008.
[43]Coldron,John&Smith,Robin.Active location in teachers'construction of their professional identities[J].Journal of Curriculum Studies,1999,31(6):711-726.
[44]Paechter,C.,&Head,J.Gender,identity,status and the body:Life in a marginal subject[J].Gender and Education,1996,8(1):21-29.
[45]Wenger,R.communities of Praetice:Learning,Meaning and Identity (cambridge:cambridge University press,1998,149).
[46]Beijaard,D.Teachers'Prior experiences and actual Perceptions of Career identity.teachers and teaching:Theory and Practice,1995(1):281-94.
[47]Gaziel,H.H.Sabbatical leave,Job burnout and tumover intentions among teachers.International Journal of lifelong Education,1995,14(4):331-338.
[48]Knowles,GJ.Models of Understanding Pre-service and Beginning teachers'BiograPhies,In I.Goodson(ed.)Studying Teachers'Lives,London:Routledge,1992.转引自魏淑华.教师职业认同研究.
[49]Seott.D.An examination of the relationship of emPloyee involvement with job satisfaction, emPloyee cooPeration,and intention to quit in U.S. invested enterPrise inChina.International Journal of Organizational Analysis,2003,11(1):3-19.
[50]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.
[51]Keay,J.What is a PE teacher's role?The influence of learning opportunities on role[J].Teaching and Teacher Education,2006.
[52]Hoi Yan Cheung.Measuring the career identity of Hong Kong in-service teachers[J].Journal of In-service Education.2008,34(3).
[53] Valentina Grion,Bianca Maria Varisco.On Line Collaboration for Building a Teacher Career identity[J].PsychNology Journal.2007,5(3).
[54]Samantha Twiselton.The role of teacher identities in learning to teach primary literacy[J].Educational Review.2004,56(2).
[55]Elena Jurasaite. Reconstructing thacher’s career identity in a research discourse:a professional development opportunity in an informal setting[J]. TRAMES,2005,9(59/54).
[56]April Lynn Luehmann. Using Blogging in Support of Teacher Career identity Development:A Case Study[J]. THE JOURNAL OF THE LEARNING SCIENCES,2008,17(287–337).