从“学校人”到“专业人”:教师流动与教育变革实现的源动力

Being Professional: The Internal Motive Force for Teacher Exchange and Educational Reform

为促进教师流动,实现旨在促进教育质量和公平的教育变革,国家试图在教师管理上将教师的制度身份从"学校人"调整为"系统人"。然而,任何教育制度变革能否真正执行取决于一线执行的教师如何对变革赋予意义,而教师的身份认同则是其对变革赋予意义的资源,教师怎样看待自己身为教师会直接影响教师如何对变革赋予意义。因此,本文认为要想教师发自内心地流动,并致力于提升公共的教育质量,国家应努力通过制度设计与政策激励引导教师产生一种"专业人"的身份认同。这种"专业人"心怀公共教育事业,且会将流动作为自己专业发展的契机,是教师流动乃至教育变革成功的源动力。在此基础上本文分析了现有阻碍教师"专业人"身份感生成的原因并提出了相应的政策建议。

In order to implement the ＂Teacher exchange policy＂, which is part of the national educational reform policies of China and aims to promote the educational quality and equity, the state attempts to adjust the teacher＇s institutional identity from ＂school people＂ to ＂system people＂. However, whether the educational reform can succeed or not, depends on how its final implementers, the teachers, interpret the policy and take action accordingly, while the teachers＇ sense of identities provide meaning sources for them to interpret the policy. Thus, this paper argues that the state should not only change the teachers institutional identity, but also should try to lead the teachers to form a professional identity--a sense of being professional--by policy making and institutional building. Teachers with professional identity will commit themselves to education for all and will take the exchange as an opportunity for professional development. It＇ s the internal motive force for teacher exchange and sustainable educational change. This paper also tries to analyze the existing institutions that hinder teachers to form their professional identity and give policy implications accordingly.