从大学教师的“学术属性”到“道德属性”——一项以加拿大14位大学获奖教师为例的质性研究

From University Professors' Academic Attribute to Their Moral Virtue Attribute:A Qualitative Inquiry with 14 Canadian Award-Laureates

本研究关注大学教师的道德属性,以索科特"有德之师类型"和麦金泰尔"德性目录"为分析框架,通过质性研究方法对14位加拿大获奖大学教师进行深度访谈,以回答"大学教师是谁"和"大学教师德性是什么"这两个问题。研究发现:第一,大学教师的道德认知类型与索科特的理论高度吻合,可以被分为学者型、育人者型、实践推行者型以及道德催化者型;第二,大学教师的德性与大学教师的道德认知密切相关,即每种认知类型对应不同的教师德性目录;第三,揭示出教师道德认知是教师德性养成的重要影响因素之一。

This article focuses on university teachers ＇ moral virtues and attempts to answer two core questions： ＂who are university teachers？＂ and ＂what are university teachers＇ moral virtues？＂ It com- bines Hugh Sockett＇s ＂good teacher role model type＂ and Alasdair Maclntyre＇s ＂moral virtue list＂ as the conceptual framework. A qualitative inquiry was applied to 14 Canadian award-laureate professors. This study features three findings. First, the empirical qualitative result supports Sockett＇s theory. That is, the Canadian professors could be classified into four types： scholar-professional, nurturer-pro- fessional, clinician-professional, and moral agent-professional. Second, the teacher moral virtues have to do with their role model affection, i. e. , different role model types correspond with different moral virtues. Third, teacher role model affection is an important factor that impacts the cultivation of teacher moral virtues.