教师教育论坛

道德认同是教师确定自我的根源，也是教师专业认同的核心。本研究通过“记忆中的好老师”对教师道德认同的影响，采用自传叙事考察了12位初任教师对“记忆中的好老师”的情感记忆及其对道德认同的形成机制。研究发现，“记忆中的好老师”作为一种时空情感结构，在初任教师与“好老师”之间的道德传承中发挥了核心作用。这一情感结构不仅在回忆“好老师”的关键事件时得以显现，还在其日常职业实践中隐性地影响其道德认同的构建。初任教师通过内化“记忆中的好老师”的道德榜样，并在实践中不断调整和发展自己的道德认同。

Moral identity underpins teachers' sense of self and constitutes the core of their professional identity. Focusing on the influence of “good teachers in memory” on teachers' moral identity, this study draws on autobiographical narratives and in-depth interviews to examine 12 novice teachers' affective memories of “good teachers” and the mechanisms through which these memories shape the formation of moral identity. The findings indicate that “good teachers in memory, ” as a spatio-temporal affective structure, play a central role in the moral transmission between novice teachers and their remembered good teachers. This affective structure is not only made visible when key events involving “good teachers” are recalled, but also implicitly shapes the construction of novice teachers' moral identity in their everyday professional practice. Novice teachers internalize the moral exemplars embodied in their “good teachers in memory” and, through ongoing practice, continuously adjust and further develop their own moral identities.