近些年来，教师队伍中非师范背景教师数量不断增加，实践中部分非师范背景教师暴露出其教师身份认同不完整的缺陷，进而导致了一系列个人和教学的不利情况；另一方面，学术界对非师范背景教师的教师身份认同研究还有待提升。结合笔者本人的个人经历和研究兴趣，最终本研究确定了两个研究问题：1、非师范背景教师如何构建其教师身份认同？2、哪些因素影响了这一过程？如何影响？

本文借鉴了心理学中的可能自我理论，通过叙事研究方法，描述三个非师范背景教师身份认同的故事。研究发现：1、三位研究对象所讲述的故事中都直接表达了“期待自己成为的教师”，且篇幅很多，内容上各具特点。2、三个故事中在“害怕自己成为的教师”篇幅明显减少，更多以片段化、碎片式的方式出现。3、三位研究对象均能接受学校安排的教师角色，并且他们面对的教师角色呈现单一化的局面，所在学校对教师的核心要求是学生成绩，区别在于方式和程度不同。4、先前的个人经验、先前的职业经验、先前的教育经验、职业认知，这四个影响因素在三个故事中均有涉及，不过先前的教育经验在故事中的比重更大。5、三位非师范背景教师都遭遇了课堂管理、教学上的挑战、专业不匹配这三个方面的问题。他们也都尝试用多种方式来解决这些困难，从而维系自身的教师身份认同。这些困难和行动方案呈现出极大的相似性。

本文的研究结论是；1、期待自己成为的教师、害怕自己成为的教师、教师角色这三者之间的互动是非师范背景教师身份认同构建的核心机制。期待自己成为的教师发挥了目标指向作用，其重要性要高于害怕自己成为的教师。害怕自己成为的教师出现存在一定的滞后性，容易和适应期间遭遇的问题和困难相混淆。2、非师范背景教师身份认同构建可以划分为融入型、冲突型和发展型这三种理想类型。非师范背景教师“期待自己成为的教师”和“害怕自己成为的教师”天然存在矛盾，如同数轴的两极。教师角色如果偏向期待自己成为的教师一侧，并且学校有空间和机会让期待成为的教师落地变成现实，避免害怕成为的教师，那就是融入型；相反就是冲突型。发展型指的是随着时间和环境变化，非师范背景教师关于“期待自己成为的教师”“害怕自己成为的教师”的观念在逐渐变化，同时外界要求的教师角色也在变化，在不断发展变化的过程中非师范背景教师建构起自己的身份认同。3、先前的个人经验、先前的职业经验（教育以外的其他职业经验）、职业认知、先前的学习经验和先前的教学经验这五点可以视为一类影响非师范背景教师身份认同构建的因素。其中先前的学习经验和先前的教学经验影响更最明显。与之相对的另一类影响因素是“问题-行动”。4、另一个潜在的影响是非师范背景教师自身朴素教育观与外界教育观的互动。

本文最终构建了一个非师范背景教师身份认同建构的理论模型，可以在一定程度上弥补当前有关研究的不足，还部分修正了可能自我理论，使之更适配非师范背景教师身份研究。同时阐释了先前的学习经验和先前的教学经验影响影响身份认同构建的机制，解释了非师范背景教师身份认同多样性和复杂性的背后原因。

In recent years, the number of non-normal background teachers has been increasing. In practice, some non-normal background teachers have shown incomplete teacher identity, leading to a series of personal and teaching disadvantages. On the other hand, the current research on the teacher identity of non-normal background teachers still needs improvement. Combining the author's personal experience and research interests, this study ultimately identified two research questions: 1. How do non-normal background teachers construct their teacher identity? 2. What factors influence this process? How do they influence it?

This paper draws on the possible selves theory in psychology and uses narrative research methods to describe three stories of teacher identity for non-normal background teachers. The study found that: 1. All three research subjects directly expressed "the teacher they expect to become" in the stories they told, which were lengthy and diverse in content, and also included their imagination of ideal teaching. 2. The three stories significantly reduced the length of "the teacher they fear becoming," and appeared more fragmented. 3. The teacher roles faced by the three research subjects showed a trend of uniformity, with the core requirement of the school for teachers being student achievement, but the differences lie in the ways and degrees of requirements. In addition, all three non-normal background teachers accepted the teacher roles arranged by the school. 4. Previous personal experiences, previous career experiences, previous educational experiences, and occupational cognition, these four influencing factors are all involved in the three stories, but previous educational experiences have a greater weight in the stories. 5. All three non-normal background teachers encountered challenges in classroom management, teaching, and professional mismatch. They also tried various ways to solve these difficulties to maintain their teacher identity. These difficulties and action show great similarity.

The research conclusions of this paper are: 1. The interaction between "the teacher they expect to become," "the teacher they fear becoming," and "teacher roles" is the core mechanism for constructing the teacher identity of non-normal background teachers. "The teacher they expect to become" plays a role in goal orienTAtion, and its importance is higher than "the teacher they fear becoming." "The teacher they fear becoming" has a certain lag and is easily confused with the problems encountered during the adaptation period. 2. The construction of teacher identity for non-normal background teachers can be divided into three ideal types: integration type, conflict type, and development type. There is a natural contradiction between "the teacher they expect to become" and "the teacher they fear becoming," like the two poles of a number line. If the teacher role leans towards "the teacher they expect to become" and there is space and possibility for expectations to become reality, thereby avoiding becoming "the teacher they fear," it is the integration type; otherwise, it is the conflict type. The development type refers to changes in "the teacher they expect to become" and "the teacher they fear becoming" over time and in different environments, while the external teacher roles imposed by the outside world are also changing. Finally, in the process of continuous changing, non-normal background teachers construct their own identity. 3. Previous personal experiences, previous career experiences (career apart from education), occupational cognition, previous learning experiences, and previous teaching experiences can be regarded as a class of factors influencing the construction of teacher identity for non-normal background teachers. Among them, previous learning experiences and previous teaching experiences have the most obvious influence. The opposite class of influencing factors is "problem-action." 4. Another potential influence is the interaction between the naive educational views of non-normal background teachers and the external educational views.

This paper ultimately constructs a theoretical model of the teacher identity construction for non-normal background teachers, which can to some extent make up for the current shortcomings of related research, and partially revise the possible self-theory to make it more suitable for the study of teacher identity for non-normal background teachers. It also explains the mechanism by which previous learning experiences and previous teaching experiences influence identity construction, and interprets the reasons behind the diversity and complexity of teacher identity for non-normal background teachers.