英、法教师专业化历程的解读及其启示

A Comparison of Teacher Professionalization between England and France and Its implications

教师专业化的过程是一个在特定社会、文化和历史脉络中社会建构的过程。英国资产阶级的需要推动了教学职业的专业化,也为教师自治组织的发展提供了空间;法国的教师专业化过程则是教育体制纳入国家科层的过程,国家控制了教师的培训机构、内容以及教师组织。这两种不同的社会现实的构建是两国不同脉络下不同利益群体之间互动的产物。文章认为追求教师专业化应充分考虑本国已有的社会脉络和教育文化传统,也应注重教师和其他利益相关者之间的沟通,倾听不同的声音。

Teacher professionalization is a process of social construction that takes place in particular social, cultural and historical contexts. In England, the capitalist＇s endeavor to introduce teacher professionalization led to the establishment of the General Teaching Council and the procurement of professional autonomy by teachers; In France, the process of teacher professionalization was accompanied by the bureaucratization of its education system. The state controlled teacher training institutions, training contents and teacher organizations. The two different routes of professionalization affect the interactions among teacher and different interest groups in England and France. This paper argues that the pursuit of teacher professionalization should be examined in their social contexts as well as their educational and cultural traditions, with great attention paid to the teachers＇ voice.