A Case Study Of Teaching Researchers' Identity Construction Under The Curriculum Reform

With the implementation of the new round of curriculum reform of basic education,teaching researchers play an increasingly prominent leading and promoting role in the curriculum reform.At the same time,teaching researchers are also given a number of roles.In this process,teaching researchers' responsibilities are more and more complicated,and their role positioning is more and more vague.The external multiple roles endow the faculty members with identity problems,both for themselves and the teaching and research organization they belong to.In view of the problem of identity conflict and choice of teaching researchers,the problem of identity construction of teaching staff has gradually come into the perspective of researchers.Post-structuralist as a theoretical perspective,this study focuses on the subject of identity construction of teaching researchers,and adopts the case study method of qualitative research method as a research strategy.In the study,the concept and key elements of identity construction were firstly summarized.On this basis,the research methods such as interview and participant observation were applied to study the teaching researchers' identity construction.This study took some teaching Researchers in district B,W city as objects to explore their identity construction process,key characteristics and influencing factors under the background of curriculum reform.The main research conclusions are as follows: firstly,from the perspective of the identity construction process,the identity construction of teaching researchers has gone through the process of role transformation,adaptation and reconstruction.Teaching researchers basically evolved from excellent teachers,and it was mainly driven by external factors that they established their identities as teaching researchers.Being teaching researchers is a process of self-exploration and gradual adaptation.In this process,teaching researchers selected and reconstructed their identities.Secondly,the essence of the identity construction of teaching researchers is the whole process ofseeking work value and meaning in the process of interaction between teaching researcher and the outside world.On the one hand,teaching researchers from the social context,including social culture,policy system,organizational environment,important others to construct the group identity,to seek their specific work value.On the other hand,through the interaction with the self,the faculty member reflects on and confirms the past,present and future me,and seeks for the value and meaning of work that are truly recognized by the inner self.Thirdly,in the context of curriculum reform,it is emphasized that teaching researchers should be important personnel to promote the implementation of curriculum reform,that is to say,teaching researchers should be curriculum leaders.However,in practice,teaching researchers' core identity of self-construction is still teacher guidance.They tend to rely on their rich teaching experience to guide teachers and carry out other teaching and research work,which is a distance from the teaching researchers called for by curriculum reform.Finally,in the face of the regulations and arrangements of policies and systems,teaching researchers,as active agents,can only show very limited initiative in the structural constraints.This kind of strong structure and weak individual will work together on the identity commitment of teaching researchers.Finally,this study focuses on the connotation of the construction of the identity of teaching researcher,and puts forward suggestions on the possibility of constructing the identity of teaching researcher,including: from the perspective of "who am I",research staff can through the way of cooperation autobiography,further in the narrative of the story of self awareness and ask their identity,thinking of self identity construction to where,in which the researchers played collaborators and the role of the listener,record and understand the story for their identity formation research staff,eventually form text to research staff himself,as the tool of self-awareness and reflection,also can be the mirror of other teaching researchers.From the "what am I going to do" perspective,teaching researchers should constantly reflect on their workpractice and form a "theory in practice" to guide their practice.In addition,from the perspective of the development of the research staff identity,teaching researchers in practice from the rational return to communicative rationality,based on the communicative rationality,to seek value identity as their identity construction path,in which also more help to teaching researchers produce their subjective initiative,actively looking for and build their own professional identity.