教师专业发展的多元文化意蕴

发布时间：2018-04-03 14:16

本文选题：教师专业发展　切入点：多元文化　出处：《教育理论与实践》2013年13期

【摘要】：工具理性控制下的教师专业发展执着于教学专业而被视为价值中立、强调外在标准的技术性过程,具有价值性和审思性的教师专业"实践"活动堕落为工具性的"实用"活动。多元文化因其多元的思维方式和批判行动的立场为教师专业发展提供了一种新的视角和可能。在多元文化视角下,教师专业发展要超越专业情结,突出公共责任与人文关怀,帮助教师公正平等地对待学生,使教师成为多元文化人。多元文化视角下的教师专业发展应配合学校和社区文化情境脉络的专业发展,以教师原有文化经验的认知与改造作为发展的切入点,建立对话式的教师专业社群,并实施批判性的行动研究,以获得独具多元文化特色的教师专业素养。
[Abstract]:Teachers' professional development under the control of instrumental rationality is regarded as "value neutral", emphasizing the technical process of external standard, and the "practice" activity of teachers' specialty with value and thought is degenerated into "practical" activity of instrumental nature.Multiculturalism provides a new perspective and possibility for teachers' professional development because of their pluralistic mode of thinking and critical action.From the perspective of multiculturalism, teachers' professional development should transcend professional complex, stress public responsibility and humanistic concern, help teachers treat students fairly and equitably, and make teachers become multicultural people.Teachers' professional development from the perspective of multiculturalism should cooperate with the professional development of the cultural context of schools and communities, and take the cognition and transformation of teachers' original cultural experience as the starting point of development, and establish a dialogue professional community of teachers.And carries out the critical action research, in order to obtain the teacher professional accomplishment which has the unique multiculturalism characteristic.
【作者单位】：贵州师范大学教育科学学院;
【分类号】：G451.1

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