《教师法》修订视域下教师职业行为的界定原则和分类  

Principles and Classification of Teachers’ Professional Behavior from the Perspective of the Revision of the Teachers’ Law

作　　者：陈波[1] Chen Bo(East China University of Political Science and Law,Shanghai 200042)

机构地区：[1]华东政法大学刑事法学院,上海200042

出　　处：《教育发展研究》2022年第12期78-84,共7页Research in Educational Development

基　　金：2022年度上海市教育法学人才培养计划“中小学幼儿园贯彻落实‘未成年人保护法’路径研究”(2022JYFXR066)的部分成果。

摘　　要：教师职业行为是《中华人民共和国教师法(修订草案)(征求意见稿)》的新增概念,其目的是规范教师的职业行为。在一定程度上,规范教师职业行为可能会与保障教师合法权益相冲突。在界定教师职业行为时,应当遵循教师权益优先原则、必要性原则和分级分类规范原则,教师职业行为的范围不宜过大,否则会侵犯教师作为普通公民的基本权利。可以将教师职业行为分为教学行为、学术科研行为、管理行为和其他行为,在规范教师职业行为时应当注意程序,允许教师进行申诉和救济。Regulating professional teachers’ Conducts is a new addition to the Teachers’ Law of the People’s Republic of China(drafting legal opinions on teachers). It is likely to infringe on the basic rights of teachers and the rights of teachers as ordinary citizens. Professional behavior is divided into teaching, academic research behavior, management behavior and other behaviors. When in-service teachers make complaints, it is of significance to give them procedural rights.

关 键 词：教师法 教师合法权益 教师职业行为 

分 类 号：G451[文化科学—教育学]