摘要
以“专业化”的双重过程作为分析框架,基于职业社会学的视角考察我国基础教育领域教师专业化进程中国家介入方式的演进发现其演进历程分为三个阶段:教育系统恢复初期,政府人事管理部门以国家干部的管理制度对教师职业进行支配;进入20世纪90年代,国家通过动员快速建立起了教师的外部专业地位;自2010年以来,国家开始协同教师进行专业共同体内部的规范性建设。像我国这样的后发国家,在相当大的程度上国家是教师队伍走向专业化值得依靠和信赖的力量。未来,需进一步构建“内外联动、上下协同”的保障机制,以促进教师专业内部自创生动力系统的完善。
Based on the framework of the double process of professionalization,this research explores the evolvement of state intervention in teacher professionalization from the perspective of the sociology of professions.The evolvement of state intervention in teacher professionalization has gone through three stages.At the initial restoration stage of education system,teachers were appointed and administrated by the government personnel department as state cadres.When it came into 90’s in the 20th century,through mobilization,our country constructed the external professional status for teachers quickly.Since 2010,our country began to cooperates with teachers to establish the internal norm in professional community.In the later-developing country like China,to a large extent,the state is a reliable and dependable power for teaching profession.In the future,it is still needed to promote cooperation between the interior and exterior,and the top and down,establishing guarantee mechanism for the improvement of the inner dynamic of creation system in teaching profession.
作者
林美
张新平
LIN Mei;ZHANG Xinping(South China Normal University,Guangzhou Guangdong 510631;Nanjing Normal University,Nanjing Jiangsu 210097)
出处
《现代教育管理》
CSSCI
北大核心
2020年第10期71-78,共8页
Modern Education Management
基金
全国教育科学“十三五”规划2016年度国家重点课题“义务教育学校标准化建设研究”(AHA160006)。
关键词
职业社会学
教师专业化
国家介入
支配
动员
协同
the sociology of professions
teacher professionalization
state intervention
domination
mobilization
cooperation
