国际中文新手教师的身份认同 ——基于中国某高校Y 教师的叙事研究

Abstract

教师的身份认同在教师专业发展中处于核心地位。基于叙事文本的叙事研究方法，有助于探寻作为国际中文新手教师在身份认同中的变化与成长。本研究通过访谈与课堂观察，采用质性的叙事研究方法，展现了一名国际中文新手教师的教育、实习和教学经历。通过人类发展生态学理论，将个体发展的影响系统分为微观系统、中观系统、外观系统、宏观系统和历时系统五个维度，探讨出影响国际中文教师身份认同的构建因素，进而提出促进国际中文新手教师身份认同的纾解策略。

The identity recognition of teachers plays a central role in the professional development of teachers. The narrative research method based on narrative texts helps to explore the changes and growth of international Chinese novice teachers in their identity recognition. This study uses interviews and classroom observations to adopt a qualitative narrative research method to showcase the educational, internship, and teaching experiences of a novice international Chinese teacher. Using the theory of human developmental ecology, the study divides the individual development influence system into five dimensions of micro-system, meso-system, macro-system, trans-system, and diachronic system, and explores the factors that influence the construction of international Chinese teachers' identity recognition. Finally, the study proposes strategies to alleviate the identity recognition problems of novice international Chinese teachers.