职业生涯周期视域下教师职业道德发展之审思

Reflections on Teacher’s Professional Ethics Development from the Perspective of Career Cycle

从动态性的角度看,在职业生涯发展的不同阶段教师的职业道德也呈现阶段性。具体体现为:“虚拟关注”阶段——学习专业伦理规范为主的“抽象理想期”;“生存关注”阶段——与学校组织德性文化交互作用的“冲击融合期”;“任务关注”阶段——自我职业道德发展的“稳定惯习期”;“自我更新”阶段:引领组织德性文化的“表率示范期”。处于不同阶段教师的职业道德发展面临不同的挑战,具体表现为:准教师——明确职业底线,掌握行为界限;新手教师——依托学校制度,与组织德性良性互动;熟手教师——注重道德反省,警惕平庸之恶;专家型教师——突破既有规范藩篱,实现道德创造。

Professional ethics of teachers are a process of continuous development.From a dynamic point of view,teachers’professional ethics have different characteristics at different stages of career development.The concrete embodiment is as follows:firstly,“virtual attention”stage can be understood as the“abstract ideal period”based on learning professional ethical norms;secondly,“survival attention”stage can be regarded as the“conflict and infusion period”interacting with the school ethical culture;thirdly,“mission focus”stage can be considered as the“stable habitus period”of self-professional ethics development;fourthly,“self-renewal”stage can be interpreted as the“demonstration period”guiding the organizational ethical culture.Therefore,teachers'professional ethics development faces different challenges at different stages.The pre-service teachers should know about the bottom line and grasp the boundaries of behavior;novice teachers should interact well with the organizational ethics relying on school system;experienced teachers should pay attention to moral reflection and be wary of mediocrity;expert teachers should break through the barriers of existing norms and achieve moral creation.