多维正义视域的乡村教师专业发展:意蕴、困境与路径

Professional Development of Rural Teachers in a Multidimensional Justice Perspective:Implications,Dilemmas and Pathways

多维正义作为反思乡村教师专业发展现实问题的视角,具有重要的现实价值。基于多维正义视域,实现乡村教师专业发展应当包括分配、关系和能力的三重正义意蕴。基于此,重新审视乡村教师专业发展中的非正义表现,主要是分配正义视域下乡村教师专业发展中的资源供给缺失,关系正义视域下乡村教师专业发展遭遇多种“非正义面孔”,能力正义视域下可行能力发展受限带来的尊严受损。由此提出“三位一体”的乡村教师专业发展路径:遵循分配正义原则,坚持教师发展资源优质均衡配置;基于关系正义,加强对乡村教师人文情怀支持,保障其专业发展自主权利;基于能力正义,促进人性“尊严”要求的可行能力发展,从而多维度消解乡村教师专业发展困境,实现教师专业成长。

To reflect on the reality of rural teachers’professional development,multidimensional justice has important practical significance.Based on the multidimensional justice perspective,the realization of rural teachers’professional development should include the triple justice implications of distribution,relationship and competence.The main injustice manifestations in the professional development of rural teachers are the lack of resources in the professional development of rural teachers under the perspective of distributive justice,the experience of many“Unjust faces”in the professional development of rural teachers under the perspective of relational justice,and the loss of dignity due to the limitation of viable capacity development under the perspective of competence justice.In this regard,we propose a“trinity”path for rural teachers’professional development,which follows the principle of distributive justice and insists on high-quality and balanced allocation of teacher development resources;strengthens humanistic support from relational justice and respects the professional development thinking of autonomous rights;and emphasizes the human“dignity”required for viable capacity development in competency justice.In this way,the professional development dilemma of rural teachers can be solved in multiple dimensions,and teachers can achieve professional growth.