首页出版说明中文期刊中文图书环宇英文官网付款页面

反身性筹划:实在主义取径的教师身份研究

深几 周
香港中文大学

摘要


作为教育研究中的重要领域,教师身份因其抽象、复杂的特性往往缺少明晰的理论框架。在解释教师身份动态时,研究者应确保所采用的术语具有连贯的本体论基础。本文基于Archer的实在主义社会理论提出教师身份的操作性定义:教师身份指从教者对“教师”角色所涉的一系列关切在具体情境中的反身性筹划,并反映在其实践上。在此基础上,本文提出实在主义取径教师身份研究的思路。最后,通过对比后结构主义、群体理论取径,本文提出强调了实在主义取径的独特价值。

关键词


教师身份; 实在主义取径; 教师能动性; 形态发生学



参考


Li T. Making teaching an enviable profession: new epoch-making teacher policy in China and challenges[J]. ECNU Review of Education, 2018, 1(2): 145-152.

Ginsburg M. Teachers as learners[M]//Klees S J, Samofff J, Stromquist N P. The World Bank and education: critiques and alternatives. Rotterdam: Sense Publishers, 2012: 83-93.

Olsen B. ‘I am large, I contain multitudes’: teacher identity as a useful frame for research, practice, and diversity in teacher education[M]//Ball A F, Tyson C A. Studying diversity in teacher education. Lanham, MA: Rowman & Littlefield, 2011: 257–273.

Palmer P J. The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life [M]. San Francisco: Jossey-Bass.

Beijaard D, Meijer P C, Verloop N. Reconsidering research on teachers’ professional identity[J]. Teaching and Teacher Education, 2004, 20(2): 107-128.

Olsen B. Learning from experience: A teacher-identity perspective[M]//Ellis V, Orchard J. Learning teaching from experience: multiple perspectives and international contexts. London: Bloomsbury, 2014: 80-93.

殷玉新, 楚婷. 教育学术研究中的“理论框架”运用问题及其建构[J]. 全球教育展望, 2022, 51(01): 23-35.

Archer M S. Realist social theory: the morphogenetic approach[M]. Cambridge: Cambridge University Press, 1995.

Archer M S. Being human: the problem of agency[M]. Cambridge: Cambridge University Press, 2000.

Archer M S. Structure, agency and the internal conversation[M]. Cambridge: Cambridge University Press, 2003.

Elder-Vass D. For emergence: refining Archer’s account of social structure[J]. Journal for the Theory of Social Behaviour, 2007, 37(1): 25-44.

Archer M S. The morphogenetic approach; critical realism’s explanatory framework approach[M]//Róna P, Zsolnai L. Agency and causal explanation in economics. Cham: Springer, 2020: 137-150.

Archer M S, Elder-Vass D. Cultural system or norm circles? An exchange[J]. European Journal of Social Theory, 2012, 15(1): 93-115.

Luckett K. Working with ‘necessary contradictions’: a social realist meta-analysis of an academic development programme review[J]. Higher Education Research and Development, 2012, 31(3): 339-352.

Lareau A. Unequal childhoods: class, race, and family life[M]. 2nd ed. Berkeley and Los Angeles: University of California Press, 2011.

Sawyer R K. Social emergence: Societies as complex systems[M]. New York: Cambridge University Press, 2005.

Archer M S. Homo economicus, Homo sociologicus and Homo sentiens[M]//Archer M S, Tritter J Q. Rational choice theory: resisting colonization. London: Routledge, 2000: 36-56.

Archer M S. The reflexive imperative in late modernity[M]. Cambridge: Cambridge University Press, 2012.

Westaway L, Kaiser G, Graven M. What Does Social Realism Have to Offer for Research on Teacher Identity in Mathematics Education?[J]. International Journal of Science and Mathematics Education, 2020, 18(7): 1229-1247.

Sayer A. Method in social science: a realist approach[M]. 2nd ed. London: Routledge, 2010.

Naicker I, Grant C C, Pillay S S. Schools performing against the odds: Enablements and constraints to school leadership practice[J]. South African Journal of Education, 2016, 36(4): 1-10.

Priestley M. Schools, teachers, and curriculum change: A balancing act?[J]. Journal of educational change, 2011, 12(1): 1-23.

Stylianou A., Zembylas M. Teachers’ disempowerment and inclusive education: a critical realist view[M]//de Barros S M, de Jesus D M. What Is Critical in Language Studies: Disclosing Social Inequalities and Injustice. Oxon: Routledge, 2021: 34-51.

Parra J D, Said-Hung E, Montoya-Vargas J. (Re) introducing critical realism as a paradigm to inform qualitative content analysis in causal educational research[J]. International Journal of Qualitative Studies in Education, 2021, 34(2): 168-182.

Westaway L, Graven M. Exploring grade 3 teachers’ resistance to ‘take up’ progressive mathematics teaching roles[J]. Mathematics Education Research Journal, 2019, 31(1): 27-46.

沈伟. 中国大陆教育质量保障系统中的教研员: H市教研员的角色、身份与能动性变迁的研究[D]. 香港: 香港中文大学, 2012.

Maxwell J A. A realist approach to qualitative research. Thousand Oaks: Sage, 2012.

Fletcher A J. Applying critical realism in qualitative research: methodology meets method[J]. International Journal of Social Research Methodology, 2017, 20(2): 181-194.

Archer M S, Decoteau C, Gorski P, et al. What is critical realism?[EB/OL]. (2016-12-23). [2022-05-26]. http://www.asatheory.org/current-newsletter-online/what-is-critical-realism

Varghese M, Morgan B, Johnston B, et al. Theorizing language teacher identity: Three perspectives and beyond[J]. Journal of Language, Identity, and Education, 2005, 4(1): 21-44.

Lave J, Wenger E. Situated learning: legitimate peripheral participation[M]. New York: Cambridge University Press, 1991.

Wenger E. Communities of practice: Learning, meaning, and identity[M]. Cambridge: Cambridge University Press, 1998.

O’Keeffe S, Skerritt C. Exploring teacher identity using poststructural tools[J]. International Journal of Research & Method in Education, 2021, 44(2): 179-192.

Foucault M. (2002). The archaeology of knowledge and the discourse on language[M]. Sheridan Smith A M Trans. Oxon: Routledge, 2002.

Gee J P. An introduction to discourse analysis: Theory and method[M]. 3rd ed. Oxon: Routledge, 2011.

Beauchamp C, Thomas L. Understanding teacher identity: An overview of issues in the literature and implications for teacher education[J]. Cambridge Journal of Education, 2009, 39(2): 175-189.

Zembylas M, Chubbuck, S. (2018). Conceptualizing ‘teacher identity’: A political approach[M]//Schutz P, Hong J, Cross Francis D. Research on teacher identity: Mapping challenges and innovations. New York: Springer, 2018: 183-193.

Clarke M. The ethico-politics of teacher identity[J]. Educational Philosophy and Theory, 2009, 41(2): 185-200.

Gormley K. Foucault’s ethical self-formation and David’s articulation of a creative self[J]. Educational Philosophy and Theory, 2020, 52(14): 1493-1502.

Sullivan A, Johnson B, Simons M, et al. When performativity meets agency: How early career teachers struggle to reconcile competing agendas to become ‘quality’ teachers[J]. Teachers and Teaching, 2021, 27(5): 388-403.

Caldwell R. Agency and change: Re-evaluating Foucault's legacy[J]. Organization, 2007, 14(6): 769-791.

Marks A, O’Mahoney J. Researching identity: a critical realist approach[M]//Edwards P K, O’Mahoney J, Vincent S. Studying organizations using critical realism: a practical guide. Oxford: Oxford University Press, 2014: 66-85.

Meo A, Tarabini A. Teachers’ identities in second chance schools: A comparative analysis of Buenos Aires and Barcelona[J]. Teaching and Teacher Education, 2020, 88: 102963.

Farnsworth V, Kleanthous I, Wenger-Trayner E. Communities of practice as a social theory of learning: A conversation with Etienne Wenger[J]. British Journal of Educational Studies, 2016, 64(2): 139-160.

Hodkinson H, Hodkinson P. Rethinking the concept of community of practice in relation to schoolteachers’ workplace learning[J]. International Journal of Training and Development, 2004, 8(1): 21-31.

Ng P T, Tan C. Community of practice for teachers: sensemaking or critical reflective learning?[J]. Reflective Practice, 2009, 10(1): 37-44.

Sarid A, Levanon M. Rethinking the theory of communities of practice in education: Critical reflection and ethical imagination[J]. Educational Philosophy and Theory, 2021: 1-12.

Roberts C, Sarangi S. (1999). Hybridity in gatekeeping discourse: Issues of practical relevance for the researcher[M]//Sarangi S, Roberts C. Talk, work and institutional order. Brandenburg, Germany: Mouton de Gruyter, 1999: 473–503.

Farrell T S C. Exploring the professional role identities of experienced ESL teachers through reflective practice[J]. System, 2011, 39(1): 54-62.

Gu M, Ma J, Teng J. Portraits of Chinese schools[M]. Singapore: Springer, 2017.