摘要
讨论教师专业性的提升,必须对教师专业性的概念进行澄清。对理想型、社会建构型、行动型等各种关于教师专业性认知取向的分析表明,必须对教师专业性议题进行批判性反思,找出各种束缚教师主体性发挥的制度性和意识形态上的因素,才能确定教师专业性提升的起点和方向。
In order to discuss the promotion of teacher's professionalism, the concept of teacher's professionalism must be clarified at first. The analysis, which is on teacher professionalism from the different epistemological approaches such as idealist approach, social constructivist approach and activist approach, indicates that we should reflect the issues critically and try to find the institutional and ideological factors that impede the promotion of teacher professionalism.
出处
《高等教育研究》
CSSCI
北大核心
2005年第1期53-57,共5页
Journal of Higher Education
基金
南京大学人才引进培养基金资助项目(0117005108)
关键词
教师专业性
理想型
社会建构型
行动型
teacher professionalism
idealist approach
social constructivist approach
activist approach
