Research On Middle School Teacher's Identity

To achieve a teacher's subject and initiative in the professional development of teachers is the practical problem that has been concerned but also hard to be solved effectively.In the field of theory research and specific practice areas,both the worldly purpose of teacher education and the value of teachers' technical tools are over exaggerate,and teacher's subjectivity development,teacher's emotion,teacher's moral character are to be overlooked in the professional development of teachers.We can not hear the voice of the teacher's heart and the self of teacher is not fully reflected.In view of the practical difficulties of Chinese teachers,this paper makes a study on the identity of middle school teachers.Specific content mainly includes the following three aspects:First,introduce the identity of middle school teachers,mainly including:their connotation,type,structure,influence factors and theoretical basis of middle school teacher's identity.Second,the performance and their essence of middle school teacher' s identity.The performance of middle school teacher ' s identity mainly including:Teacher' s identity crisis of value and role,the loss of teacher' s sense of belonging,the lack of creativity,the missing of teacher' s language,teacher ' s job stress and job burnout.Their essence including:teacher ' s self-missing and the contradicting tension between teacher ' s professional development and external environment.Third,to resolve the crisis of middle school teacher identity and promote their professional development,the author discuss the issues of the implementation path in teacher identity,it takes the joint efforts of teachers themselves and the social environment to construct their identity gradually.To this end,we should from two aspects:the support of environment and self-reconstruction.Environment includes empowerment of educational system,positive school culture and the institution of learning community.Teacher's self-reconstruction includes trying to re-position the professional self by professional awareness and practice,developing relational self with dialogue and negotiation,reforming moral self in the construction of teacher's ethics.