从依附者到行动者——关于专业化背景下教师角色的社会学审视

Being Dependants or Actors: Teachers' Roles in the Context of Professionalization from the Perspective of Sociology

专业化发展亦是教师获得自我角色认同以及他者对教师角色之认同的一种重要途径。在寻求专业化发展的过程中教师往往成为悖论性的主体,他们虽然希求主体性角色的获得,但却对支配性文化有着一定的依赖。这使得"依附者"成为教师的常规性角色。在专业化风潮的卷动下,教师虽然也被期待着成为"积极的行动者",但是已被现实条件"框定"了的教师专业化,往往难以真正成为此类角色的滋养体。要真正实现教师专业化的本真性追求,围绕"专业化"确立的制度、文化及教育氛围等,便应淡化支配性色彩,真正有助于教师个人发展积极意愿的确立、自主意识的提升。

Professional development is also an important way for teachers to get self-approval and otherapproval. When seeking their professional development,teachers always become contradictory subjects. Affected by the trend of teachers' professionalization, teachers are expected to be an 'active participant', but the existing atmospheres of teachers' development cannot offer proper conditions for them. In order to realize the pursuit of teachers' professionalization, the system, cultural and educational environment that centering on teachers' professional development should reduce the dominant color, help teachers to improve their independent consciousness and establish positive development wills.