Teachers' Professional Development And Self-identity

Educational Psychology research teacher's self-identity focus more on the image, the role and personality of teacher, emphasizes the research can be measured; Educational Sociology research teacher's self-identity focus more on the relevance of social situation, pay attention to the social factor analysis of teacher's self-identity; Under the post-modernism ideas influence, scholars emphasize the language construction of self-identity, they think only in the self narrate and reflect process, we can form the teacher' self-identity. This thesis attempts to use for reference philosophy, sociology and psychology and other related theory, in many field crossover research the self-identity in professional development of teachers. Based on the research about the self-identity and identity crisis in professional development of teachers, this thesis analyses the rational ideas of identity in professional development of teachers, and then discuss the path of implementation to the professional development of teachers in the rational ideas of identity views, so as to enrich the content of teacher education research, deepen understanding and consider of the teacher's professional development.Teacher's self-identity refers to teachers in his course of professional practice, based on their individual professional experience formed as a reflective self-understanding, It mainly concentrated in the subjective research of the professional development of teachers, it emphasizes teacher should reasonable recognize and initiative construct the meaning of professional development, it emphasizes teacher should reasonable recognize and initiative construct the professional value, professional identity and professional role, it emphasizes teacher should deeply narrate and reflect their professional experience. The professional development of teachers return to their roots is the value pursuit of self-realization, it can not avoid the statute of the identity and role expectations, teacher should reasonable recognize and initiative construct their professional value, professional identity and professional role, which affect the subjective problem, target problem, power problem and the development of the path problem to teacher's professional development.Self-identity finally need to seek a rational ideas of identity, it will better promote the professional development of teachers. Self-identity and identity crisis is a problem of two conditions, to resolve the identity crisis intrinsic need rational ideas of identity in professional development of teachers. In this thesis, the focus of the research is to explore the rational ideas of identity in professional development of teachers, finally explore the path of implementation to the professional development of teachers in the rational ideas of identity views. In this thesis, firstly we multi-level perspective the self-identity in professional development of teachers, then organize, induct and reflect the identity crisis in professional development of teachers, then explore the meaning of rational ideas of identity in professional development of teachers, finally explore the path of implementation to the professional development of teachers in the rational ideas of identity views. Rational ideas of identity in professional development of teachers is not simply self-identity, but also at the relations between regularity and purpose, help teacher achieve "self" rational ideas of identity, help teacher through the narrative and the self-reflection to find homes, at the self-identity process help teacher promote their own professional development. In the rational ideas of identity views, we should pay attention to the "self" awakening and generation in professional development of teachers, attach importance to narrative and reflective language shift, attach importance to dialogue and consultation in professional development of teachers, strive to foster the positive and healthy teacher's psychological mechanism, guide teacher positive self-adjustment against the negative psychological experience.In the process of the research, focusing on the following aspects:First, this thesis establish the transverse and longitudinal axis based on the rationality of self-identity and the subjective attitude of teachers, makes the static classification and characterization for self-identity in professional development of teachers, it is divided into four categories of self-identity, positive rational identity, negative rational identity, negative non-rational identity, and positive non-rational identity; Second, drawing on "self-renewal" stage theory of teacher professional development and career anchor theory, respectively explore the characteristics of the "non-concern", "virtual concern", "survival of concern", "mission of concern " and "self-renewal of concern "; Third, we organize, induct and reflect the identity crisis in professional development of teachers. Under the influence of the professional value identity crisis, statue identity crisis and role identity crisis, we discuss the professional development positioning and planning, the creative and series of psychological experience which met with the plight, explore the teacher how to defuse the crisis at the same time achieve their own professional development; Fourth, in this thesis, we draw on and deepen the concept about rational ideas of identity, at the relations between regularity and purpose, focus on an analysis of the meaning of rational ideas of identity in professional development of teachers, analyses their inherent characteristics and internal guidance to the teacher professional development; Fifth, the rational ideas of identity in professional development of teachers inherently lead the implementation path to teacher professional development, it particular emphasis on the narrative and reflective language shift, attaches importance to the dialogue and consultation in professional development of teachers. Analysis of these paths, not only can enrich the teacher education theoretical system, but also will be able to point to the practice of teacher professional development.