摘要
教师专业发展是教育改革的重要议题。从认识论、理性和权力三个方面分析西方国家教师专业发展政策与实践的理论基础,哈贝马斯的知识与兴趣理论为理解教师专业发展提供了实证-分析、诠释和批判的三种视角,三种视角互相补充,各自展现着不同认知旨趣下思考问题的方式,并由此形成相异的政策与实践。全球竞争的社会情境对于教师的身份和角色都有影响。教育政策的改变导致教师专业发展呈现出标准化的趋势,建基于技术认知兴趣的策略尤为受到重视。标准化的改革剥夺了反思的时间,使教师不得不承担更多外来的责任和压力,顺从一些外在强加的要求,从而减少了教师的创造性和自主权。
Teachers＂ professional development is an important subject of educational reform. By analyzing the theoretical foundation of the policy and practice of teachers＂ professional development in the western countries from the 3 aspects of epistemology, rationality and power, the Habermas＂ theory of knowledge-constitutive interest offers three perspectives such as empirical-analytic perspective, interpretative perspective and critical perspective for the understanding of teachers＂ professional development. These three perspectives are mutually supplementary. Each of them presents its way of thinking in different cognitive objective and therefore forms different policy and practice. The social circumstances of the global competition affect teacher＇s identification and role. The change of educational policy causes teachers＂ professional development to gradually move toward standardization. And the strategy based on technological cognitive interest is especially valued. The standardized reform deprives the time for reflection so that teachers have to undertake more responsibility and pressure from outside and yield to the external requirements imposed on them. In this case, the teachers＂ creativity and decision making power have been reduced.
出处
《教育研究》
CSSCI
北大核心
2007年第3期17-22,共6页
Educational Research
关键词
全球化
认识论
教育改革
教师专业发展
globalization, epistemology, educational reform, teachers＂ professional development
