教师职业的特殊性与专业性  

On the Specificity and Professionalism of Teacher Occupation

作　　者：朱新卓[1] 陈晓云[2] 

机构地区：[1]华中科技大学教育科学研究院,湖北武汉430074 [2]武汉纺织大学马克思主义学院,湖北武汉430073

出　　处：《高等教育研究》2012年第8期44-52,共9页Journal of Higher Education

基　　金：教育部人文社会科学研究青年基金项目(07JC880012);国家社会科学基金青年项目(10CKS023);中央高校基本科研业务费专项资金资助项目(2011TS165)

摘　　要：教师专业化运动的深化需要对教师职业的专业性进行深入研究。专业成立的根据在于职业功能的不可替代性、内涵的深奥复杂性、工作方式的科学有效性、权力的自主性、伦理的服务性。教师职业的专业性体现为:功能上是学校教育的有效性;内涵上是教育事业和教师职业的神圣性;工作方式上是教育思想的深刻性以及教育实践的本真性;权力上是教育的相对独立性和教师职业的自主性;道德上则是爱心与德性的流溢。教师专业化的过程就是建构、积累教师职业专业性的过程。The deepening of teacher＇s protesslonallzatlon movement requlres that we make a deeply research into the professionalism of teacher occupation. Professions have been established based on the irreplaceability on occupational functioning, the complexity on occu- pational practice, the scientific validity on occupational work, the autonomy on occupational powers, the serviceability on occupational ethics. These characteristics is the common pro- fessionalism of all occupations. The professionalism of teacher occupation is reflected in the following five areas： the effectiveness of school education on occupational functioning; the sacred nature of education and teacher; profound educational idea and authentical education practice on occupational practice; the relative independence of education and more autonomy of teacher occupation on occupational powers; morality and love from the heart on occupa- tional ethics. Teacher professionalization is to construct, accumulate the professionalism of teacher occupation.

关 键 词：教师 专业 教师专业化 

分 类 号：G451.2[文化科学—教育学]