摘要
中小学教师的专业性及其专业身份一直以来受到来自政府、专家或研究者、市场等的诸多质疑。教师科研的实践与理念,让我们重新思考教师作为专业人员的可能性。本文从工具性、认识论、批判性三个层面,论述了教师科研如何保障和提升教师的专业性。工具性层面:教师科研有助于提升教师的研究意识、技能和信心,并促进教师知识的增长;认识论层面:教师科研重新发现教师个人知识的价值,扩展"作为专业的教学"的知识基础;批判性层面:教师科研重构知识生产中的权力关系,并有助于推动教育公平与正义。
Teachers＇ identity as professional is always questioned in the atmosphere of educational bureaucratization, marketization and teacher professionalization. The teacher research movement all over the world gives us a new perspective to reexamine closely the possibility of teacher professionalism. This review elaborated how teacher research protects and improves front-line teachers＇ professionalism from instrumental, epistemological, and critical perspectives. From the instrumental perspective, conducting inquiry by teachers themselves can improve teachers＇ research competence as well as promote their educational knowledge construction. And, teacher research legitimizes the value of teacher personal knowledge and extends teaching knowledge base in terms of epistemology. Critically, teacher research contributes to reshape power relations in the process of educational knowledge production, which further is beneficial to education equity and justice in the broader social context..
出处
《基础教育》
CSSCI
北大核心
2015年第3期105-112,共8页
Journal of Schooling Studies
关键词
教师科研
教师专业性
教师专业发展
知识基础
权力关系
Teacher research
Teacher professionalism
Teacher professional development
Knowledge base
Power relation
