教师的专业自主权究竟有多大?

How Big is the Teacher's Professional Autonomy after all?

教师能在多大范围和程度上拥有和行使专业自主权,绝不仅仅是由教师行业整体的专业成熟度所决定的。强调专业自主权大小应与专业成熟度相适应的"比例原则"并不适用于教师行业,因为它既不符合教师行业的工作性质及内在特点,也不利于提升教师的专业地位、促进教师的专业化发展。教师行使专业自主权既可以在合理运用现有专业知识解决普通问题的常规水平上进行,也可以在通过自主探究解决那些开放性的复杂问题并有所发现的创意水平上进行。考虑到教师行业本身所固有的复杂性与不确定性以及职前教师教育的局限性与未完成性,全社会应当无条件地尊重和信任教师,按照"适度超前"的原则,赋予他们更大范围和程度的专业自主性。唯其如此,教师才能拥有职业的尊严与幸福,才能通过自主探究与创造的反思性实践,不断提升自己的专业化水平。

The extent to which teachers can possess and exercise professional autonomy is not determined solely by the professional maturity of the teacher industry as a whole. The ＂proportionate principle＂, which emphasizes the degree of professional autonomy should be compatible with professional maturity, does not apply to the teacher industry, because it does not meet the nature and internal characteristics of the teacher industry, and also it is not conducive to enhancing the professional status of teachers and promoting teachers＇ professional development. Teachers＂ professional autonomy can be carried out at the regular level that teacher applies the existing professional knowledge to solve the common problems, or at the creative level that teacher solves those complex problems by independent inquiry and discovers his own educational knowledge. Considering the inherent complexity and uncertainty of the teacher industry itself, as well as the limitations and unfinished nature of pre-service teacher education, the whole society should unconditionally respect and trust teachers, and give them greater professional autonomy in accordance with the principle of ＂ moderate advancement＂. Only in this way can teachers have the dignity and happiness of their profession, and they can continuously improve their professionalism through the reflective practice of independent inquiry and creation.