教师领导的三种发展思路及其认识论基础  

Three Approaches to Teacher Leadership and Their Epistemological Foundations

作　　者：曾艳[1] 

机构地区：[1]香港中文大学教育学院

出　　处：《复旦教育论坛》2012年第3期11-15,共5页Fudan Education Forum

摘　　要：本文归纳了当前发展教师领导的三种思路及其实践表现,并借助Habermas关于人类认识和旨趣的论述,剖析这三种教师领导发展思路的认识论基础,指出不同的教师领导发展思路正是基于行动者对学校教育、教师知识和教师权威持有不同的认知旨趣而产生的行动结果。文章进而指出虽然"社群为本"成为当前发展教师领导的最新取向,但仍需持解放认知旨趣与批判的立场,以防社群中已经存在的系统扭曲,使教师领导产生新的压迫。This article demonstrates three different strategies to develop teacher leadership and makes an analysis of them through the lens of three knowledge interests proposed by Habermas. It argues that the three strategies are guided by different cognitive interests in their understanding of school education, teachers＂ knowledge and teachers＂ authority, therefore producing diversified practice. In a further argument, it argues, although ＂community-orientation＂ has been regarded as the latest intellectual trend to develop teacher leadership, it is still necessary to take an emancipatory interest and Critical stance so as to avoid the oppressions produced by the teacher leadership under the existed systematic distortion.

关 键 词：教师领导 角色为本 社群为本 知识 权威 HABERMAS 

分 类 号：G472[文化科学—教育学]