同样，教师在职业认同的发展过程中也是积极主动的， 认同形成的过程具有教

同样，教师在职业认同的发展过程中也是积极主动的， 认同形成的过程具有教师个人的独特性。教师必须参与对话， 了解做事的多种方法和途径， 接触广泛资源， 分享观点， 这样他们才能找到自己的定位。他们对与他人和情境有关的事物进行解释和判断的方式表达着他们的职业认同。如果过分追求均衡和一致，必将丧失职业认同过程中教师的主动定

結果 (英文) 1:

Similarly, teachers are proactive in the development of professional identity and the uniqueness of the identity formation process are personal. Teachers must participate in the dialogue, understanding the various methods and ways of doing things, exposure to a wide range of resources, sharing ideas, so they can find their own place. They are with other people and situations related to the interpretation and determine ways to express their professional identity. If excessive pursuit of a balanced and consistent, will lose professional identity of teachers during the active

結果 (英文) 2:

Similarly, teachers in the development of professional identity is also active, identity formation process has the uniqueness of individual teachers. Teachers must engage in dialogue, to understand a variety of methods and ways of doing things, touching extensive resources, share ideas, so that they can find their own position. They and others and explain things related situations and determine ways to express their professional identity. If the excessive pursuit of balanced and consistent, will the loss of professional identity of teachers during the active set

結果 (英文) 3:

Similarly, teachers in the professional identity of the development process is also active, and the process of identity formation has the uniqueness of teachers. Teachers must participate in the dialogue, understanding of the ways and means of doing things, access to a wide range of resources, share ideas, so that they can find their own positioning. They express their professional identity in ways that explain and judge things related to others and situations. If the pursuit of balance and consistency, is bound to lose the professional identity of teachers in the process of active