教师专业道德:一种象征性价值?  

Teacher Professional Morality: A Symbolic Worth?

作　　者：王夫艳[1] 

机构地区：[1]山东师范大学教育学院,副教授济南250014

出　　处：《教育发展研究》2015年第10期66-70,共5页Research in Educational Development

基　　金：国家社会科学基金教育学青年课题"教师专业道德及其建构的理论与实践研究"(CEA110116)的部分成果

摘　　要：专业与道德密切关联,教师专业有其道德基础。于教师专业而言,专业道德不仅仅具有一种象征性价值,作为教师专业性的关键维度之一,专业道德还是教师专业实践固有的要素。教师是反思性的道德能动者,通过反思来探究道德现象、理解道德实践,进而建构专业道德。实践中的教师专业道德建构具有情境性、主观性、张力性等特征。Profession is closely related to morality and teaching profession has its own moral basis. For teaching profession, professional morality does not only symbolize teachers＂ professional status. As a key dimension of teacher professionalism, professional morality is innate in teachers＂ professional practice. Teachers are reflective moral agents and they construct professional morality during their exploration of the moral phenomenon and their understanding about moral practice. The construction of enacted teacher professional morality is characterized by contextuality, subjectivity and tension.

关 键 词：教师专业道德 教师专业化 教师专业发展 反思性道德能动者 

分 类 号：G451.6[文化科学—教育学]