摘要
教师专业主义是对美国教师专业发展中传统的工会主义与科层主义的驳斥,荟萃着教师的知识与能力、权利与职责、理想与精神、地位与功能,表征着教师工作的高质量、高标准以及社会对教师的高度认可。美国教师专业主义经历了四个发展阶段:前专业主义时期"被限制的专业主义"、自主专业主义时期"被许可的专业主义"、新专业主义时期"同伴合作的专业主义"和后现代专业主义时期"多元共生的专业主义"。展望未来,以专业伦理为核心的教师专业主义将成为美国教师专业发展中的主流取向。
Teacher professionalism is a kind of argument against the traditional unionism and bureaucracy of teacher professional development in America. It assembles teachers＂ knowledge and competence, authority and responsibility, ideals and spirit, status and function, representing the high quality, high standard, and high social recognition of teachers＂ work. There are four ages in the evolution of teacher professionalism in America： the age of pre-professional--＂restricted professionalism＂, the age of the autonomous professional--＂licensed professionalism＂, the age of the new professional--＂collegial professionalism＂, and the age of postprofessional or postmodern--＂multi professionalism＂. It puts forward that teacher professionalism with the essence of professional ethics will become the dominant approach in the future.
出处
《教育发展研究》
CSSCI
北大核心
2012年第4期61-65,69,共6页
Research in Educational Development
基金
重庆市教育科学“十一五”规划课题“美国教师专业发展中的工会主义与专业主义之争及其启示研究”(10-GJ-1202)的成果之一
关键词
教师专业发展
教师专业主义
工会主义
teacher professional development, teacher professionalism, unionism
