抚育经历与知识重构:作为家长的教师实践性知识的生成逻辑  

Parenting Experience and Knowledge Reconstruction:The Generating Logic of Parental Teacher's Practical Knowledge

作　　者：常亚慧 CHANG Yahui(Faculty of Education,Shaanxi Normal University,Xi’an 710062,China)

机构地区：[1]陕西师范大学教育学部,西安710062

出　　处：《现代教育论丛》2023年第3期15-24,共10页Modern Education Review

基　　金：中国基础教育质量监测中心重大培育项目“中小学班主任胜任力模型及评估工具研究”(1205020024)。

摘　　要：角色经验关乎教师实践性知识的生成。作为家长的教师不仅在学校制度空间获得了教师角色经验,还在家庭生活场域积累了家长角色经验。研究藉由知识社会学视角,通过半结构化访谈,基于教师生活史耙梳其实践性知识的生成逻辑。研究发现,作为家长的教师在角色内部对话中完成了实践性知识的主体性建构,家长角色的抚育经验为实践性知识的建构提供了多向支持,生成了专属的教师实践性知识结构。在家长角色经验的渗溢下,作为家长的教师的实践性知识完成了从整饰到移情、从规训到协商及从割裂到共鸣的转化,分别实现了情绪知识的调整、策略知识的转换与情境知识的转向。Role experience is related to the generation of teachers’practical knowledge,Parental teachers have not only acquired teacher role experience in the school system space,but also accumulated parental role experience in the field of family life.From the theoretical perspective of sociology of knowledge,the research uses semi-structured interviews to attempt to sort out the generative logic of parental teachers’practical knowledge based on teachers’life history.The study found that the parental teacher completed the subject construction of practical knowledge in the internal dialogue of the role,and the parenting experience provided multidirectional support for the construction of practical knowledge,resulting in an exclusive teacher’s practical knowledge structure.Under the spillover of parental role experience,the practical knowledge of parental teachers has completed the transformation from management to empathy,from discipline to negotiation,and from fragmentation to resonance,realizing the adjustment of emotional knowledge,the transformation of strategic knowledge and the transformation of situational knowledge respectively.

关 键 词：作为家长的教师 社会角色 抚育 实践性知识 知识社会学 

分 类 号：G40-01[文化科学—教育学原理]