摘要
发展方式问题是教师专业发展研究的核心内容,不同的发展方式导向不同的发展实践。在"发展主义"范式下,教师专业发展产生了思维的"形而上学"、主体的虚幻性以及愿景的无限性等问题。而在"他者关怀"视域下,作为"他者"的教师具有异质性、交往性特征,是追求超越的自觉体。"他者关怀"视域下的教师专业发展强调自由的专业发展关系和多样化的专业发展路向,注重教师的责任与伦理的专业发展。教师专业发展需要从"客位发展"转向"主位发展",从"精英发展"转向"草根发展",从"均衡发展"转向"差异发展",从"标准评估"转向"责任邀约"。
The core of teachers＇ professional development research is the the mode of teachers＇ professional develop- ment,different ways lead to different practice.Under the paradigm of ＂developmentalism＂, teachers＇ professional develop- ment produced some problems,such as the ＂metaphysics＂, the illusoriness of the subject and the the unlimited purpose of development. Under the conception of ＂caring others＂, teachers, as ＂the others＂, always have some basic characteristics,for instance,heterogeneity, communicative and the pursuit of self development, and under the horizon of ＂caring others＂, teachers＇ professional development emphasis the free development relations,the diversification of development modes and the teachers＇ development responsibility and ethics. In particular,Teachers＇ professional development should from the ＂obj ect development＂ to the ＂subject development＂, from the ＂elite mode＂ to ＂grassroots＂, from the ＂balanced＂ to ＂differ- ences＂,and from the ＂standard evaluation＂ to ＂responsibility invited＂.
出处
《教育理论与实践》
CSSCI
北大核心
2014年第1期43-46,共4页
Theory and Practice of Education
基金
华东师范大学"博士研究生学术新人奖"资助项目(项目编号:XRZZ2012005)的阶段性研究成果
关键词
教师专业发展方式
“发展主义”
“他者关怀”
teachers＇ professional development mode
＂developmentalism＂
＂caring others＂
