变革情境中的教师专业建设:取向、认知基础与政策优化被引量：3

The Building of the Teaching Profession:Approaches,Epistemological foundation and the Optimization of Policies

下载PDF

导出

摘要 20世纪末以来,教育政策与理论层面建设教师专业的努力,可以大致区分为标准化、建构与行动三种取向。本文基于哈贝马斯有关人类认识与兴趣的区分,剖析三种专业建设取向的认识论基础;分析技术、实践与批判兴趣推动下的专业建设之实践与困局;并提出整合不同认知旨趣的,基于反思性共识、并处于反思性共识之中的专业建设路径。 The efforts in building the teaching profession since 1990s could be summarized into three approaches; they are standardized approach, constructive approaches and activist approach. Based on Habermas＇s distinction of human interest and knowledge, this paper analyzes the epistemological foundations of these different approaches in the building of the teacher profession. The practices and dilemmas of each approach were revealed. Based on a combined epistemological interest, the paper proposes the building of the teaching profession could be based on an reflective consensus-making standardization and the professional standard should be enacted within the arena of reflective consensus.

作者王丽佳

机构地区华东师范大学教育学系

出处《教育科学》 CSSCI 北大核心 2014年第6期60-64,共5页 Education Science

关键词教师专业标准化取向建构取向行动取向认识论 teaching profession standardized approach constructive approach activist approach epistemology

分类号 G451.2 [文化科学—教育技术学]

引文网络
相关文献

参考文献17

1Harris, A. & Muijs, D. Improving Schools Through Teacher Leadership [M]. New York: Open University Press, 2005 : 53.
2Hargreaves, A. & Fullan, M. G. Understanding Teacher De- velopment [C]. New York, Teachers College Press, 1992: 5.
3Helsby, G.. Multiple truths and contested realities [A]. In C. Day, A. Fernandez, T. E. Hauge, andJ. Moiler (Eds.), The Life and Work of Teachers: International perspectives in Chan- ging Times. London and New York.. Falmer Press, 2000: 93-108.
4Day, C. &. Smethem, L. The effects of reform: have teachers really lost their sense of professionalism? [J]. Journal of Edu- cational Change, 2009, 10: 141-157.
5Shulman, L. S. Research on teaching: a historical and personal perspective EA]. In F. K. Oser, Andreas Dick, Jean-Luc Parry (eds.). Effective and Responsible Teaching: the New Synthe- sis. San Francisco: Jossey - Bass Inc. , 1992: 14-34.
6Ball, S. Performativities and fabrications in the education economy: towards the performative society [A]. In D. Gleeson and C. Husbands (Eds.), The Performing School: Managing Teaching and Learning in a Performance Culture. London:Routledge, 2001: 192-209.
7Goodson, I. F. The principled professionalism [J]. Prospects, 2000, XXX (2), 181-188.
8Sachs, J. Teacher professional standards: controlling or develo- ping teaching? [J]. Teachers and Teaching: theory and prac- tice, 2003, 9(2): 175-186.
9Darling-Hammond, L. Recognizing and enhancing teacher effectiveness [J]. The International Journal of Educational and Psychological Assessment, 2009, (3) : 1-24.
10Ingersoll, R. &. Merrill, E. The status of teaching as a profes- sion [C]. In J. Ballantine In J. Spade (Eds.), Schools and Soci- ety: A Sociological Approach to Education (Ath ed.). CA: Pine Forge Press, 2011: 185-189.

二级参考文献38

1程凤春.教育质量特性的表现形式和内容——教育质量内涵新解[J].教育研究,2005,26(2):45-49. 被引量：48
2(香港)教育署．学校管理新措施：改善香港中小学教育质素的机制[R]．香港：香港政府印务局，1991：9，10，33—35，6．
3(香港)教育统筹委员．教育统筹委员会第七号报告书：优质学校教育[R]．香港：香港政府印务局，1997：3—4,17．
4Harry Braverman. Labor and Monopoly Capital: The Degradation of Work in the Twentieth Century. New York: Monthly Review Press, 1974.
5S.J. Ball. Performativities and fabrications in the education economy: Towards the performative society. D. Gleeson. & C. usbands. The Performing School: Managing, Teaching,and Learning in a Performance Culture. London: Routledge/Falmer, 2001: 210-226.
6Michel Foucault. Discipline and Punish: The Birth of the Prison. London: Allen Lane, 1977.
7Max Weber. Economy and Society: An Outline of lnterpretive Sociology, vol. 1. New York:Bedminster Press. Chapter 3. 1968.
8Michel Foucault. The History of Sexuality. New York: Pantheon Books, 1978.
9Ulrich. Beck. Risk Society: Towards a New Modernity. London: Sage, 1992.
10Zygmunt. Bauman. Liquid Modernity. Cambridge: Polity Press, 2000: 31-32.