关系视角下教师专业权力运行机制的构建  

Construction of Teachers' Professional Power Operation Mechanism from the Perspective of Relationship

作　　者：李晶 吕立杰 Li Jing;Lv Lijie(Department of Education, Northeast Normal University, Chagehun 130024)

机构地区：[1]东北师范大学教育学部,长春130024

出　　处：《教育发展研究》2018年第8期65-71,共7页Research in Educational Development

基　　金：吉林省教育厅"十三五"社会科学项目"基于实习学校文化的教师专业成长研究"(JJKH2017 0396SK)的阶段性成果

摘　　要：如何培育有质量的教师——教师形象从"如何教学习"转型为"如何学教学",即教师回归于"原生态"的专业实践中提高其专业性、建构专业权力是很重要的。而目前教师的专业权力正处于一种"失重"状态:专业角色呈现"沉默效应"、专业知能呈现"木桶效应"、专业自主呈现"马太效应"。面对如此现实该如何作为?本文认为可以在关系视角下,通过对专业权力关系构成要素和功能表征的剖析,进而解释教师如何在规制性权力关系、规范性权力关系以及文化-认知性权力关系这三种不同博弈关系中"存在",并通过角色属性、资本占有以及利益博弈三种具体表征形式呈现出来,最终实现教师专业权力运行机制的构建。It is very important to cultivate professional teachers to change from ＂how to teach＂ to ＂how to learn teaching＂, which means the importance of profession improvement in professional practice and establishment of professional power. At present, the professional power of teachers is in a weightless state： the professional role presenting ＂silent effect＂, professional knowledge showing ＂barrel effect＂, professional initiative presenting ＂Matthew effect＂. How would we react to such a situation？ From the perspective of relations, through the analysis of the elements and functional representation of professional power relations, it explains how teachers ＂exist＂ in the three different game relations of regulatory power relations, normative power relations and cultural-cognitive power relations. Through the role of attribute, capital possession and the interests of the game, teachers finally realize the operating mechanism of professional power of teachers.

关 键 词：关系视角 教师专业权力 权力关系 运行机制 

分 类 号：G451[文化科学—教育学]