Teacher identity development in the first year of teacher education: A developmental and social psychological perspective

The present study examined the development of teacher identity in a cohort of first year student teachers from a developmental and social psychological perspective, relying on Erikson's (1964) theory of identity development and Turner, Oakes, Haslam, and McGarty's (1994) self-categorization theory. As hypothesized, aspects of both personal identity development and social identity were significantly associated with higher teacher identity after controlling for several covariates. The findings have several implications for teacher education programs and point to the potential utility of applying well-researched psychological theory when examining the processes by which student teachers develop a professional teaching identity.     

毛泽东民族斗争与阶级斗争一致性的理论

毛泽东关于民族斗争与阶级斗争一致性的理论，是抗战时期民族斗争与阶级斗争相互关系的客观反映。第一，民族矛盾上升为主要矛盾，阶级斗争必须服从民族斗争，阶级斗争的利益必须服从民族斗争的利益；第二，阶级的政治经济要求应以不破裂合作为条件，阶级斗争的要求应以民族斗争的需要为出发点；第三，保持党派和阶级的独立性及一定限度的权利，才有利于合作，才有所谓合作；第四，阶级斗争和民族斗争交织在一起，阶级斗争是以民族斗争的形式出现的，表现了二的一致性。无产阶级不能停止和忽略阶级斗争；第五，各党在统一战线中的独立自主不是绝对的，应以不破裂统一战线为前提。这一理论对于指导当前中华民族的统一大业仍有现实意义。     

Foucault as Complexity Theorist: Overcoming the problems of classical philosophical analysis

This article explores the affinities and parallels between Foucault's Nietzschean view of history and models of complexity developed in the physical sciences in the twentieth century. It claims that Foucault's rejection of structuralism and Marxism can be explained as a consequence of his own approach which posits a radical ontology whereby the conception of the totality or whole is reconfigured as an always open, relatively borderless system of infinite interconnections, possibilities and developments. His rejection of Hegelianism, as well as of other enlightenment philosophies, can be understood at one level as a direct response to his rejection of the mechanical atomist, and organicist epistemological world views, based upon a Newtonian conception of a closed universe operating upon the basis of a small number of invariable and universal laws, by which all could be predicted and explained. The idea of a fully determined, closed universe is replaced; and in a way parallel to complexity theories, Foucault's own approach emphasises notions such as self‐organisation and dissipative structures; time as an irreversible, existential dimension; a world of finite resources but with infinite possibilities for articulation, or re‐investment; and characterised by the principles of openness, indeterminism, unpredictability, and uncertainty. The implications of Foucault's type of approach are then explored in relation to identity, creativity, and the uniqueness of the person. The article suggests that within a complexity theory approach many of the old conundrums concerning determinism and creativity, social constructionism and uniqueness, can be overcome.     

Why I want to teach and how I feel about teaching—formation of teacher identity from pre-service to the beginning teacher phase

The aim of this study is to investigate the formation of student teachers’ teacher identity from pre-service to the end of the initial year in teaching. We explored why student teachers in Singapore have chosen to enter teaching and tracked changes in their attitudes and beliefs towards teaching at three time points: entry and exit of the initial teacher preparation programme and after 1 year of teaching. The findings showed that, in agreement with previous research, those who are attracted to the teaching profession were mainly motivated by altruistic or intrinsic factors. They also entered the initial training programme with a positive perception of the profession. However, at the point of exit, perceptions towards teaching showed a significant dip. After the first year of teaching, attitudes remained the same as they were at the point of exit. These factors influence the emerging sense of teaching identity.     

In and out of the STEM pipeline – a longitudinal study of a misleading metaphor

ABSTRACT

The metaphor of the leaking pipeline is sometimes used to suggest that some students are lost for STEM as they advance through the educational system. This paper follows a cohort of upper-secondary school students with an interest in STEM from 18 months before their completion of upper-secondary until three years after their completion. Adopting a mixed-methods design, it follows the students' reflections and interests concerning their choice of higher education programme within and/or outside STEM. Only 22% of the students expressed the same interest during the whole period, and 56% changed between different groups of studies, e.g. between STEM and HEALTH. The students' trajectories showed that the leaking-pipeline metaphor is misleading because it suggests a linear and one-way movement, while there were students moving in as well as out of STEM trajectories. The students’ reflections showed identity issues at the level of ego identity, the personal identity and the social identity (Coté and Levine). Particular incidents in the students’ lives and in the outreach programme they were involved in sparked interests and reflections. These incidents should be considered as elements in a continuous reflection concerning who they are and where they would like to go rather than as critical moments.     

Constructing academic identity in the changing Russian higher education context: preliminary perspectives

ABSTRACT

Currently, Russian academics are facing significant demands because of a new, urgent requirement to pursue their research in accordance with international standards. Until recently, these academics were used to working within a familiar community and communicating their research via the Russian language, but now, they are expected to move beyond that and function on a global level, which can challenge their academic identities. A qualitative study was carried out in a research-intensive Russian university. The aim was to explore academics’ experiences and perceptions of the dynamic changes in their academic work with a particular focus on the limitations and pressures they meet in their career path towards global research. The data were collected by means of reflective journals during a course on English for academic purposes. Thematic analysis was employed for data analysis. The results showed that global trends turned out to be unachievable for Russian academics due to the lack of specific knowledge, attributes and skills required to do research globally. This might be the first study from Russia contributing to the literature on academic identity construction. The article provides insights into the experiences and perceptions of Russian academics and offers a research agenda for further investigation to bridge identity shifts in academia. In terms of practical purposes, the results will be used as a source of preliminary data within a broader research project aimed at supporting Russian academics in their research in an international English-speaking academic context.     

论汤亭亭《女勇士》的文类之争

汤亭亭的《女勇士》已被奉为美国华裔文学的经典,但由于论者观点角度的不同,该书属于自传还是小说一直没有明确的论断。该书以自传出版,却与传统自传的写作方式相违背,有论者认为是对传记艺术的创新,也有论者将其跟华裔的身份政治联系起来,认为汤亭亭同意将小说作为自传出版是对美国主流文化的屈服。通过对上述两种观点加以分析探讨,指出无论属于自传或小说,该书的意义在于它有效地传递了华裔的声音,并为少数族裔如何在白人话语占主导权的社会里构建自己的话语树立了新的写作模式。     

《环境的力量》中的伦理困境与身份认同

《环境的力量》收录在毛姆短篇小说集《木麻黄树》中,讲述了主人公盖伊在殖民地的生活经历与情感困惑.本文运用文学伦理学批评的理论与方法探讨其中复杂的伦理关系.通过对盖伊伦理困境、伦理选择的剖析,揭示出以英国文化为代表的西方文明与以马来文化为代表的东方文明之间的不对等关系.     

Eyes Wide Shut: Recent Educational Policy in the Light of Changing Notions of English Identity*

Although Curriculum 2000 includes some welcome changes, such as the inclusion of drama, it is essentially a missed opportunity. I argue that it fails to address the complexity of modern life. In many academic areas, including literature, issues of identity are central to fundamental debates. Such debates have been precipitated by increasing economic globalisation and the consequent increase in interdependence between people from diverse cultural heritages. Although this situation is not new, the social and technological changes of recent decades have altered the pace of such developments. In most cities school populations reflect such changes. In this paper I argue that there are substantial gaps in the curriculum which derive mainly from government policy being premised on crude and obsolete notions of English identity. Such notions lead to a confusion of the concepts of culture and citizenship as modes of belonging. In my view both of these factors severely constrain our ability to construct a critical curriculum which adequately addresses contemporary interests and dilemmas.     

《琵琶行》与《夜闻歌者》的比较研究

《琵琶行》与《夜闻歌者》是白居易通过歌声关注妇女命运的两首诗歌,表面上写的是歌女,而实则抒发自己的报国无门,被贬之苦,从而达到感世咏叹的目的。然而两首诗在人物身份、对话方式、演技描写、外貌描写等方面存在着很大差异,笔者就从这方面着手来分析这两首诗。