迷思与困惑:教师赋权失范的二重性

Myth and Confusion:Duality of Teacher Empowerment Anomie

教师赋权已成为世界教育改革、领导方式与教学效能的关注焦点。目前,教师在学校教育及课程中缺乏应有权力与地位,无论是教育权责部门还是学校与教师,在教师赋权增能的认知和行动上仍旧存在教师知能不足、专业自主性阙如、工作超负荷等问题,影响了教师的知识发展、专业地位和决策权力。破解教师赋权失范的二重性,需要教育部门诉诸理性认识与智慧发展相统一的转识成智精神观照,构建校本管理的权力配置机制,赋予教师专业自主决策权力;推重采用转型领导,培植学习与创新文化;全力推进转化学习,形成教学批判意识。

Teacher empowerment has become the focus of the international educational reform, the way of leadership and teaching effectiveness. At present, there are still many problems in teacher empowerment with not only educational authority but also schools and teachers in the cognition and action such as the shortage of teacher knowledge ability, the lackness of professional independence, the excessive work burden, etc., which have affected teachers＇ knowledge development, professional position and decision making power. To break the duality of teacher empowerment anomie, it is a necessity for educational departments to appeal to the spirit observation of transforming knowledge into wisdom which can be helpful to integrate rational cognition with wisdom development, construct the power disposition mechanism of school-based management, give teacher professional independent decision-making power, have a high regard for adopting transformational leadership and cultivating learning and creation culture, and spare no efforts to push forward transformative learning to form teaching critical consciousness.