ABSTRACT

The Identity Triangle model is proposed as a framework for unifying and advancing research on teacher identity, countering the prevailing approach to teacher education rooted in the language of accountability and competencies. The model is based on a review of the identity literature and elucidated through narratives collected from first-year teachers. Identity is framed around the interactions among a psychological domain, a relational domain, and a behavioral domain. Identity work is framed as seeking coherence among these domains. Benefits of the model are that it draws on growing consensus in the literature that (1) the function of identity is to integrate life experiences into coherence and (2) identity processes are based in narrative. The model also offers resolutions to debates over (1) whether identity is primarily an internal/psychological construct or an external/social performance and (2) whether identity is unitary or contextual. Implications for teacher education research and practice are discussed.

摘要

提出了“身份三角”模型，作为统一和推进教师身份研究的框架，以应对根源于问责制和能力语言的普遍的教师教育方法。该模型基于对身份文献的回顾，并通过从一年级教师那里收集的叙述加以阐明。身份围绕着心理领域，关系领域和行为领域之间的相互作用来构架领域。身份工作被视为在这些领域之间寻求连贯性。该模型的好处在于，它利用了文献中日益增长的共识，即（1）身份的功能是将生活经验整合到连贯性中；（2）身份过程基于叙事。该模型还为以下方面的辩论提供了解决方案：（1）身份主要是内部/心理建构还是外部/社会表现；（2）身份是单一的还是上下文的。讨论了对教师教育研究和实践的影响。