惯性剥夺与弱势累积:开放大学教师专业发展悖论  

Inertial Deprivation and Accumulation of Disadvantage: An Paradox Concerning the Transformation of Faculty Development Motivation in Open University

作　　者：叶繁 YE Fan(School of Cultural Communication and Design,Guangdong open University,Guangzhou 510091,China;School of Education,South China Normal University,Guangzhou 510631 China)

机构地区：[1]广东开放大学文化传播与设计学院,广东广州510091 [2]华南师范大学教育科学学院,广东广州510631

出　　处：《开放教育研究》2023年第5期86-97,共12页Open Education Research

基　　金：2021年度广东省教育科学规划项目“深化教育评价背景下的远程教育教师专业发展机制研究”(2021GXJK381);2018年度广东省教育厅青年创新人才类项目“基于教育供给侧改革的广东开放大学办学体系教改项目管理研究”(2018WQNCX333)。

摘　　要：为拓展教师专业发展机遇,部分开放大学出台了鼓励学术创新和双元教学(开放教育与高等职业教育)的一体化制度,教师可从中选用有利自身的规则与资源。本研究采用扎根理论和个案分析相结合的方法,探究开放大学教师如何在一体化制度下维持自身专业发展动力。研究发现,名义上提供双重支持的制度,因与教师工作及发展逻辑错位,促成了对教师发展动力的惯性剥夺,并导致边缘化的教师陷入动力弱势累积的境地。尽管教师在不同情境采取不同的动力策略,但都与制度瓶颈不期而遇,先后造成外向动力剥夺和内向动力剥夺。意图良好的制度,其后果远不及预期:多重情境规制、多元规则束缚、多样资源疏离,消解了个体与开放教育事业的耦合性。之所以出现这种悖论,是因为将开放大学专业逻辑等同于高等教育或职业教育的专业逻辑,脱离教师及学校发展本质。改进传统专业逻辑构成要素--规范基础和权威来源,塑造开放大学专业逻辑,可为疏导新时代制度转型与教师发展间的结构性张力开启新思路。To expand the professional development opportunities for teachers,some open universities have introduced an"integration"system that encourages academic innovation with dual types of teaching(e.g.,open education and higher vocational education).This system brought in new changes to the faculty development at open universities.This study uses a combination of grounded theory and case study to investigate how teachers at open universities maintain their professional development motivation under the"integration"system.The study found that the system,which nominally provides dual support,was misaligned with the logic of teachers'work and development,contributing to the"inertial deprivation"of teachers'motivation and leading to the"accumulation of vulnerability"of the"marginalized"teachers'motivation."The'inertial deprivation'of teachers'motivation was facilitated by the misalignment of their work and development logics,and led to the'accumulation of disadvantage'for'marginalized'teachers.In spite of different motivational strategies in diferent contexts used,all the teachers ran into the systemic bottlenecks,successively inviting"outward motivation deprivation"and"inward motivation deprivation"The consequences were far from expected:Multiple contexts,multiple rules,and multiple resources have alienated the system,resulting in the dissolution of the coupling between individuals and open education.The study suggests that this paradox is due to the fact that the logic of open university professionalism has been equated with that of higher education or vocational education,and is divorced from the essence of teacher and school development.Improving the traditional components of professional logic-"normative basis"and"source of authority"-not only shapes an"open university-style"professional logic which can be a good way to improve the quality of teachers and the development of schools,but also open up new ways of channeling the structural tension between institutional transformation and teacher development in the newera.

关 键 词：开放大学 教师专业发展 发展动力 扎根理论 

分 类 号：G728.8[文化科学—成人教育学]