“教师专业”的话语建构与意义流变  

Discourse Construction and Meaning Evolution of Teacher Professionalism

作　　者：杨跃[1] 

机构地区：[1]南京师范大学教师教育学院,江苏南京210097

出　　处：《教师教育研究》2015年第3期93-99,共7页Teacher Education Research

基　　金：江苏省高校哲学社会科学重点研究基地重大项目"社会学视野下的中国教育改革研究";2012年度江苏省教育厅高校优秀中青年教师;校长境外研修项目;江苏高校协同创新计划"基础教育人才培养模式协同创新中心"研究成果

摘　　要："教师专业"是一个社会建构的话语乃至意义争夺的"战场";在西方教育学术界,不同的研究视角透视出"教师专业"的不同意蕴。特质论关注教师的专业特质,冲突论聚焦教学专业的区隔,情境论审视教学专业的生成,关系论则围绕教师"去专业化"和"再专业化"的议题见仁见智。有关教师专业话语情境性、建构性和意识形态性的本土研究有待加强。The discourse of teacher professionalism is the outcome of social construction, even a field of meaning struggle. The different aspects of its meanings have been discovered from different academic perspectives, including the professional traits of teachers, the social closure of teaching as a profession, the birth of teacher professionalism in different social, political, and cultural backgrounds, and the issue of teacher＇ s de-professionalization or re-professionalization. The indigenous studies about Chinese schoolteachers＇ professionalism should be enhanced.

关 键 词：教师专业性 教师专业主义 普罗化 去专业化 再专业化 

分 类 号：G650[文化科学—教育学]