教学性知识:教师社会地位的基础

Teaching Knowledge: The Basis of Teachers’ Social Status

如何才能有效且有针对性地提高教师的社会地位?既定教师政策逻辑依循的是经典社会学理论“权力、经济与声望”的判断维度,而缺乏对“教师获得社会地位的基础是什么”,抑或“教师社会地位由什么决定”等前置性问题的思考,以致支持性政策层级累加,但教师地位的窘境依旧。对“教师何以存在”“教师职业何以分层”和“教师社会地位的决定性因素是什么”等三大问题的学理考察可以发现:知识是教师职业存在的根基,教学性知识是教师职业分层的依据,而稀缺性教学性知识则是教师社会地位的决定因素。因此,现有教师政策在持续改善薪酬待遇等外在条件的同时,还应着力提升教师的教学性知识。

How can we effectively and specifically improve the social status of teachers?The logic of established teacher policy follows the judgment dimensions of the classical sociological theory“power,economy and prestige”,but does not think much about the prepositional problems such as“what is the basis for teachers to obtain social status”and“what determines the social status of teachers”.As a result,the supportive policies have been formulated cumulatively,but the dilemma of teachers’social status remains.The scientific investigation of the three major problems of“why do teachers exist”,“why is the teaching profession stratified”and“what is the decisive factor of teachers’social status”finds that knowledge is the foundation of the teaching profession,teaching knowledge is the basis of the teaching profession stratification,and scarce teaching knowledge is the decisive factor for teachers’social status.Therefore,the existing teacher policy should focus on improving teachers’teaching knowledge in addition to continuous improvement of remuneration and other external conditions.