The Pursuit Of Teacher Self

To achieve a teacher's subject or agency in curriculum reform, it is a problem that has been concerned universally but also hard to be solved. To fulfill teacher self identity, from the role expectations of main body in the change, such as policy makers, experts and scholars, etc, which could provide a new perspective that how to consider teachers involved in curriculum reform. Therefore, teacher identity, together with crisis of identity is an urgent issue in curriculum reform. It affects teachers'state in their professional life and existence directly. On the basis of reflecting on a teacher's role, the author is trying to integrate"a teacher as'people'"with"a people as'teacher'", to prompt teachers to be conscious change agent in the reform, and to realize positive and authentic teacher self in the process of constructing teacher's identity.In the context of curriculum reform, the author discusses thoroughly from the starting point: a teacher as "people" and become a conscious and change agent. After analyzing the basic performance, substance and sources of crisis of teacher's identity deeply, from the perspectives of interactions among teacher self and system, others and himself, the author argues how to shape teacher identity reasonably on three aspects:the theory of structure, relation and ontology. In the process of analyzing, different forms of teacher self are embedded in the construction of teacher identity, such as ideological self, relational self and moral self, which is always a dynamic transformative self. In light of this logic of the research above, the main content is demonstrated as follows:In the Introduction Part, the author points that in the curriculum reform, teacher identity has become an elementary question that influence a teacher whether he/she can "become a subject" and "be himself/herself. Based on combing and reviewing the literature systematically, a growing point and a focal point of this dissertation are confirmed. In addition, the value, ideas and methods in the research are also described.In Chapter One, crisis of teacher's identity in curriculum reform is mainly elaborated. There are mutual relations between teacher identity and crisis of identity. In curriculum reform, teacher's adaptive change can easily lead to a loss of sense of teacher self-value and self-meaning, thus trigger the crisis of identity. First of all, the author analyzes the basic performance and substance of crisis of identity in the reform. Then the reasons of crisis of identity are discussed deeply, which include two inner tensions:one is "certainty" and "uncertainty" of teacher practice; the other is teacher professional self as "actors" and "interpreters".In Chapter Two, teacher identity is analyzed from structural dimension. Institutional factors are embedded in each teacher's ideas, actions and bodies, while teacher self also have the possibility of change agent, which is a cognitive premise of discussing teacher identity from an institutional perspective. Then according to the analysical framework between structure and individual agency, in accordance with the systematical division of macro and micro, external and internal, the author analyzes profoundly that how they influence teacher self in three different institutional forms respectively:national education policy, school habitus and teacher teaching habitus.In Chapter Three, teacher identity is analyzed from relational dimension. The relationship between teacher self and others is interdependent. The foundation of knowing and shaping teacher self is the teacher identity with others-oriented. To discuss teacher identity from the others'approach, three topics are selected to analyze: teacher face, trust and professional learning community. There are no inherent and logical relationships superficially among these topics, but others themselves have changed in two dimensions:explicit and tacit, individual and collective, which would urge a teacher to be"a being for myself"and "a being for others".In Chapter Four, teacher identity is then analyzed from ontological dimension. Teacher as "a people" is the value basis that is always emphasized. It is a crucial point that to consider forging teacher identity reasonably from themselves. Owing to the priority of life itself, the consciousness of teacher self-understanding and critical reflection, in this chapter the construction of teacher identity is interpreted deeply from teachers'life world, teacher self-narrative and reflective choice. Then the author indicates that "moral meaning" of teacher self is a basic trend of constructing teacher identity.Finally, the author stresses that teacher self should not only be adaptive being, and but also a being of transcendence and wisdom being, when we investigate the relationships between teacher self and curriculum reform from the perspective of teacher identity.