论教师专业化与体育教师身份认同
摘要
本文是在文献资料法,专家访谈法与逻辑推理法的基础之上,以教育学、社会学、体育学等学科理论为理论基础,对教师专业化的历程,概念,阶段划分,标准及研究的相关误区和批判介绍基础上,结合体育教师专业化的研究及教师身份认同的相关研究,对于教师及体育教师是否是一种专业,对于体育教师身份认同的原因及体育教师认同的内容等问题给予了回答。
并提出:教师可以是专业人员,体育教师职业可以成为专业,但是教师以及体育教师不是专业,而是一种身份。本文认为体育教师专业化的研究当中存在对于“教师专业化的理论”的“拿来”取向,缺少必要的分析与反思,并且认为在体育教师专业化研究当中过于注重体育教师的群体专业化,忽略了体育教师个体的专业发展。虽然应将专业作为体育教师职业的一种身份的认同,但是在体育教师专业化的相关研究当中笔者发现,对于怎么样成为一种专业以及为什么体育教师要将专业作为自己的身份等问题还缺少必要的反思与思考。这也是本文研究体育教师是身份认同的出发点所在。
本人认为,体育教师对于自我身份认同是促使其个体专业化发展的重要因素,体育教师自我身份认同的内容是对于“我是教师”这个问题的深刻反思与理解,同时,这也是体育教师专业化研究的前提性问题。并且对于自我身份认同的形成也是由于学科亚文化所形成的“我是体育教师”这样认同的一种否定。此外,体育教师的自我身份认同的内容应源于自我的工作特征是“教育与教学”,以及由此而对教师工作的专业自觉,这对于体育教师在体育课程改革当中的困惑抗拒,对于体育教学当中存在的“无人、无生命”现象也是一种良好的解决方法。
全文分为四个部分:
第一部分为研究的缘起与相关概念界定,主要说明了为什么研究“教师专业化与体育教师身份认同”这个题目;以及本文当中的一些重要的概念。
第二部分为对于教师专业化研究的介绍与反思,以及对于体育教师专业化相关研究的梳理与批判。
第三部分是对于教师专业化与体育教师专业化反思的基础上,结合教师身份认同的相关研究,主要说明了为什么要进行体育教师身份认同,体育教师身份认同与体育教师专业化的关联,以及体育教师身份认同什么等问题。
第四部分为本文的结语与参考文献和致谢。
This article is in the literature, expert interviews and logical reasoning, based on in order to pedagogy, sociology, sports science and other scientific theories as the theoretical basis for teachers and professional history, the concept of phasing, standards and research misunderstanding and criticism related to the introduction, based on the combination of physical education teachers and teachers of professional identity-related research, physical education teachers for teachers and whether it is a profession, for the identity of the reasons for physical education teachers and sports teachers to identify the contents of the and other issues to give an answer.
And put forward: Teachers can be professionals, physical education teachers can become a professional career, but the teachers and physical education teachers are not professional, but an identity. This paper argues that physical education teachers studied, existence of specialized "Teacher professional theory" of "brought" approach, the lack of the necessary analysis and reflection, and believe that physical education teachers were too specialized research groups focus on physical education teacher professionalization physical education teachers ignored the individual professional development. Although the profession as a physical education teacher should be a professional identity, but in the physical education teachers and professional research which I found
For the how and why the kind of become a professional physical education teachers to the professional issues such as their identity still exist deep thinking and research. This is also the Physical Education Teachers in this study is the starting point where the identity.
In my opinion, physical education teachers and self-identity is to promote their individual professional development an important factor in physical education teachers of self-identity of the content is for "I am the teacher" a profound reflection on this issue and understanding at the same time, it is the professional physical education teachers Study on the premise of issues. And for the formation of self-identity also due to the formation of a culture of learning colla "I am a physical education teacher" Such a negative identity. In addition, the physical education teachers the contents of self-identity should be characteristic of my work is that "education and teaching," which comes to sports, physical education teachers in the reform of confusion among the resistance,
For physical education there were "no man, no life" phenomenon is also a good solution.
Full-text is divided into four parts:
The first part of the study to define the concept of origin and related mainly to explain why the study "Teacher Professionalism and the sports teacher identity" on this subject; and this among a number of important concepts.Part II is divided into specialized studies for teachers introduction and reflection, as well as for physical education teachers specialized sorting out related research and criticism.The third part is specialized for teachers and sports teachers in professional reflection, based on the combination of teacher identity research, mainly to explain why identity to conduct physical education teachers, physical education teachers and sports teachers in professional identity of the association, as well as the What is physical education teacher identity and other issues.Part IV is divided into the concluding remarks of this article with references and thanks.
并提出:教师可以是专业人员,体育教师职业可以成为专业,但是教师以及体育教师不是专业,而是一种身份。本文认为体育教师专业化的研究当中存在对于“教师专业化的理论”的“拿来”取向,缺少必要的分析与反思,并且认为在体育教师专业化研究当中过于注重体育教师的群体专业化,忽略了体育教师个体的专业发展。虽然应将专业作为体育教师职业的一种身份的认同,但是在体育教师专业化的相关研究当中笔者发现,对于怎么样成为一种专业以及为什么体育教师要将专业作为自己的身份等问题还缺少必要的反思与思考。这也是本文研究体育教师是身份认同的出发点所在。
本人认为,体育教师对于自我身份认同是促使其个体专业化发展的重要因素,体育教师自我身份认同的内容是对于“我是教师”这个问题的深刻反思与理解,同时,这也是体育教师专业化研究的前提性问题。并且对于自我身份认同的形成也是由于学科亚文化所形成的“我是体育教师”这样认同的一种否定。此外,体育教师的自我身份认同的内容应源于自我的工作特征是“教育与教学”,以及由此而对教师工作的专业自觉,这对于体育教师在体育课程改革当中的困惑抗拒,对于体育教学当中存在的“无人、无生命”现象也是一种良好的解决方法。
全文分为四个部分:
第一部分为研究的缘起与相关概念界定,主要说明了为什么研究“教师专业化与体育教师身份认同”这个题目;以及本文当中的一些重要的概念。
第二部分为对于教师专业化研究的介绍与反思,以及对于体育教师专业化相关研究的梳理与批判。
第三部分是对于教师专业化与体育教师专业化反思的基础上,结合教师身份认同的相关研究,主要说明了为什么要进行体育教师身份认同,体育教师身份认同与体育教师专业化的关联,以及体育教师身份认同什么等问题。
第四部分为本文的结语与参考文献和致谢。
This article is in the literature, expert interviews and logical reasoning, based on in order to pedagogy, sociology, sports science and other scientific theories as the theoretical basis for teachers and professional history, the concept of phasing, standards and research misunderstanding and criticism related to the introduction, based on the combination of physical education teachers and teachers of professional identity-related research, physical education teachers for teachers and whether it is a profession, for the identity of the reasons for physical education teachers and sports teachers to identify the contents of the and other issues to give an answer.
And put forward: Teachers can be professionals, physical education teachers can become a professional career, but the teachers and physical education teachers are not professional, but an identity. This paper argues that physical education teachers studied, existence of specialized "Teacher professional theory" of "brought" approach, the lack of the necessary analysis and reflection, and believe that physical education teachers were too specialized research groups focus on physical education teacher professionalization physical education teachers ignored the individual professional development. Although the profession as a physical education teacher should be a professional identity, but in the physical education teachers and professional research which I found
For the how and why the kind of become a professional physical education teachers to the professional issues such as their identity still exist deep thinking and research. This is also the Physical Education Teachers in this study is the starting point where the identity.
In my opinion, physical education teachers and self-identity is to promote their individual professional development an important factor in physical education teachers of self-identity of the content is for "I am the teacher" a profound reflection on this issue and understanding at the same time, it is the professional physical education teachers Study on the premise of issues. And for the formation of self-identity also due to the formation of a culture of learning colla "I am a physical education teacher" Such a negative identity. In addition, the physical education teachers the contents of self-identity should be characteristic of my work is that "education and teaching," which comes to sports, physical education teachers in the reform of confusion among the resistance,
For physical education there were "no man, no life" phenomenon is also a good solution.
Full-text is divided into four parts:
The first part of the study to define the concept of origin and related mainly to explain why the study "Teacher Professionalism and the sports teacher identity" on this subject; and this among a number of important concepts.Part II is divided into specialized studies for teachers introduction and reflection, as well as for physical education teachers specialized sorting out related research and criticism.The third part is specialized for teachers and sports teachers in professional reflection, based on the combination of teacher identity research, mainly to explain why identity to conduct physical education teachers, physical education teachers and sports teachers in professional identity of the association, as well as the What is physical education teacher identity and other issues.Part IV is divided into the concluding remarks of this article with references and thanks.
引文
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[4]注:1966年国际劳工组织和联合国教科文组织提出的《关于教师地位的建议》提出:“应把教育工作视为专门的职业。”1994年我国开始实施的《教师法》规定:“教师是履行教育教学智者的专业人员。”
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[3]叶澜.一个真实的假问题[J].高等师范教育研究,1999,2.
[4]注:1966年国际劳工组织和联合国教科文组织提出的《关于教师地位的建议》提出:“应把教育工作视为专门的职业。”1994年我国开始实施的《教师法》规定:“教师是履行教育教学智者的专业人员。”
[5]熊和平.教师是谁—现代教育理念下教师身份的重构[J].上海教育科研2005,3.
[6][8]刘婕著.专业化:挑战21世纪的教师[M].北京:教育科学出版社,2002,9.
[7]教育部师范教育司组织编写.教师专业化的理论与实践[M].(修订版)北京:人民教育出版社2003,1.
[9]韦世强.教师专业化:驾驭新课程的关键[J].教育探索2008,204(6).
[10]史宁中、柳海民,教师职业专业化:21世纪高师教育持续发展的生命力[J].高等师范教育研究,2002,5.
[11][12]教育部师范教育司编.教师专业化的理论与实践[M].北京:人民教育出版社,, 2001,10.第10页,第11页.
[13]《中国大百科全书---社会学》,中国大百科全书出版社,1991,第475页.
[14]参见《现代汉语小词典》,商务印书馆,1980,第103页
[15]罗国杰等.编著:论理学教程[M].北京:中国人民大学出版社,1985,第206页
[16]钱超英.身份概念与身份意识[J].深圳大学学报,人文社会科学版, 2000,2.
[17]《中国大百科全书.社会学》,中国大百科全书出版社,1991,第311页.
[18]王成兵.当代认同危机的人学探索[D].北京师范大学博士学位论文[D].2003.
[19]刘婕著.专业化:挑战21世纪的教师[M].北京:教育科学出版社,2002,9.
[20]教育部师范教育司编.教师专业化的理论与实践[M].北京:人民教育出版社, 2001,10.
[21]赵建军.试论我国教师专业化—制度层面建设探索[D].东北师范大学硕士学位论文.
[22]刘一.论教师专业化的标志[J].四川教育学院学报,2008,8(24).
[23]教育部师范教育司编.教师专业化的理论与实践[M].北京:人民教育出版社, 2001,10.第10页.
[24]朱新卓.教师专业化的现代性困境[J].高等教育研究,2005,1(26).
[25]车丽娜,徐继存.我国教师专业化:历程、问题与发展[J].教育理论与实践,2008,4(28).
[26]朱新卓.“教师专业发展”观批判[J].教育理论与实践,2002,8(22).
[27]钟启泉.课程改革与教师专业化[J].河南教育,2003,10.
[28]教育部师范教育司编.教师专业化的理论与实践[M].北京:人民教育出版社, 2001,10.第11页.
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