在“师者”与“匠人”之间——教师专业化的历史社会学反思  

Between Pedagogue and Professional Teachers:Teacher Professionalization Restated from the View of Historical Sociology

作　　者：常亚慧[1] 李永康[2] 

机构地区：[1]陕西师范大学教育学院,陕西西安710062 [2]南京特殊教育职业技术学院,江苏南京210038

出　　处：《教育科学》2014年第2期43-47,共5页Education Science

基　　金：教育部人文社会科学基金资助项目"专业发展框架下的教师个体教学哲学建构研究"(09YJA880083);中央高校基本科研业务费专项资金资助项目"流动教师身份的文化社会学研究"(10SZYB29);陕西省社会科学基金资助项目"农民工子弟学校外来教师身份认同研究"(08N013);国家教育体制改革试点资助项目"教师教育人才培养模式创新与优秀教师培养"(09-257-383)

摘　　要：传统中作为引导者与价值传承者的"师者"身负多种职能,其中要者乃在于道德和神启,专业能力居于次位。教师专业化则秉持"专业教师"之现代教师观,强调作为专门职业的教师所应具备的学科知识与教学技能,其根源是现代社会所信奉的工具理性。由此,教学工作变成了一项技术任务,教师则成了"匠人"式的普通职业者。教师专业化在两种不同的教师观之间产生了内在张力,受此影响的教师教育又加剧了这一情况。谨防表层专业化、确立合理教师观、革新教师教育是解决问题的关键。Traditional teachers were regarded as instructors and people who delivered certain values. They bear various responsibilities rather than teaching： the core of them was factors as morality and divinity, while professional abilities were generally subordinate. Teacher Professionalization originating from instrumental rationality viewed teachers as professionals, and cared more about specific knowledge and teaching skills. Hence teaching had become sort of technical work, and teachers become normal professionals. Traditional view of teachers still worked on modern society, leading paradoxical situation in Teacher Professionalization. Still, teacher education influenced by it reinforce this process. Clarification of two different views on teachers is key to this,and would be beneficial for Teacher Professionalization.

关 键 词：教师专业化 教师观 教师教育 教育社会学 

分 类 号：G650[文化科学—教育学]