Narrative Research On The Influence Of School-based Training On Teacher Identity

With the continuous advancement of education reform,as the core force for promoting education reform,teachers have become more and more concerned.The degree of teacher identity directly affects the effectiveness of education and teaching,and determines the effectiveness of education reform.As an initiative to promote teacher education,school-based training is of great significance for changing the image of teachers.However,under the dual pressure of education reform and teacher development,teachers are faced with new difficulties and challenges in participating in school-based training.Teachers have a certain confusion and confusion about self-awareness and professional recognition,which is not conducive to teachers in education.The use of teaching wisdom in reform has hindered teachers from gaining internal growth momentum.Teacher identity is the driving force for teachers to develop professionally.It is an important guarantee for teachers to become conscious of teaching.It is the key to the success of teachers' participation in education and teaching reform.Therefore,studying the subject identity of teachers in school-based training is of great significance for improving the survival status of teachers.This study takes three teachers from A primary school as the research object.Through narrative research,it presents the construction path of the three teachers who have different disciplines,teaching age,gender and professional titles in the school-based training.The main focus is on:(1)This paper analyzes how teachers understand and construct their own teacher identity in school-based training;(2)explore the main factors affecting teacher identity in school-based training;(3)clarify the mechanism of school-based training affecting teacher identity.The discussion of theabove three questions is based on the teaching life,personal understanding and reflection log of the three teachers participating in the school-based training.The dynamic clue of narrative is the change of the inner pedestrian who realizes the internal identity after participating in the school-based training by referring to the external behavioral norms when the teacher is employed.Through the research on teacher identity in school-based training,this research has the following findings:(1)Based on school-based training as a teacher education initiative,teacher identity is involved in the process of school-based training in the process of involvement,synergy,The characteristics of holistic and dynamic;(2)The main factors affecting the identity of school-based training are mainly reflected in: First,the practice dimension as learning,democratic management,channels for development,and practical activities rooted in the classroom.The three factors provide a selectable entry field for the teacher's identity;the second is the community dimension as the attribution learning,the important others,the peers help each other enhance the teacher's emotion and dependence on the group,form a competent social structure,and achieve The consensus between the members is worth pursuing the cause;once again,the meaning dimension is the learning of experience.The reflection consciousness and the participation consciousness are of great significance to promote the teacher's reinterpretation of the value of the teaching experience.The teacher defines the teaching work experience as the“owner”;Finally,the identity dimension as a learning of growth,teaching beliefs,not Looking to promote teacher know "who I am" and the creation of fashion history teacher in the community of practice for personal growth.