教育问责背景下教师的专业责任观  

Teachers' Perceptions of Professional Responsibility in the Context of Educational Accountability

作　　者：王夫艳[1] 

机构地区：[1]山东师范大学教育学院

出　　处：《全球教育展望》2012年第3期46-50,62,共6页Global Education

基　　金：2011年国家社会科学基金教育学项目青年课题"教师专业道德及其建构的理论与实践研究"(课题批准号:CEA110116)的阶段性成果

摘　　要：责任是专业的必要之维和教师专业道德的基本要素,承载着教师的道德承诺。基于责任的身份是教师专业身份建构的重要向度。教育问责是教师无可逃避的现实工作情境,影响着教师的价值理念和道德信念,挑战着教师的专业责任。在结构与能动性的张力相持中,问责压力下教师专业责任被赋予殊异的内涵,主要表现为三种样式:迷失、本真和撕裂。培植教师个人的道德信念、增强教师的道德能力、赋权予教师,是问责背景下提升教师专业责任的有效路径。Responsibility is an essential dimension of profession and one component of teacher professional ethics which reflect teachers＇ moral commitment.Teachers also construct their professional identity according to responsibility.However,educational accountability is the unavoidable work context,influencing teachers＇ values and moral belief and challenging their professional responsibility.Confronted with the pressure of accountability,teachers＇ perceptions of professional responsibility are diverse because of the tension between structure and agency,which can fall into three categories：lost,authentic and torn.In order to improve teachers＇ professional responsibility in the context of accountability,we should cultivate their personal belief,improve their ethical competence and empower them.

关 键 词：教育问责 教师 专业责任 

分 类 号：G451.1[文化科学—教育学]