从“自在”到“自为”:教师专业自主的内在超越

From Self-being to Self-making:The Intrinsic Surmounting of Teacher Professional Development

随着新课程改革的不断深化和发展,赋予教师的专业自主权越来越多,因而专业自主成为国际教育变革和教师专业化运动的重要议题。然而当前我国的教师专业自主很大程度上仍然处于"自在"的阶段,这必然要求教师的专业自主实现从被动、无意识的"自在"阶段向自觉、能动的"自为"阶段的超越。激发教师专业自觉意识,构建良性专业发展的支持性环境和教师的"赋权增能"是教师专业自主超越"自在"限制并达到"自为"境界的基本路径。

With the deepening and development of the new curriculum reform,teachers are endowed with more and more professional autonomy rights,and it has always been a central issue of international educational reform and teachers＇professional development.However,Chinese teacher professional autonomy is mainly in the self-being stage.There is a requisition to change the teachers＇professional autonomy,surmounting from the passive unconscious self-being stage to the conscious active self-making stage. Meanwhile,a foundational qualification of teachers＇professional autonomy is to stimulate teachers＇professional awareness,construct a setting for supporting professional development,and empower teachers＇professional development.