教师脆弱性的根源与应对:凯尔克特曼的观点及启示
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摘要
凯尔克特曼认为教师脆弱性是构成教学关系的一种结构性条件,表现为教师在教学中常常感到无能为力,在受到他人质疑或威胁时无法保护自己。其产生源于宏观、中观、微观三个层面,应对脆弱性要立足于对其承认的基础上,调节教师的"工作条件",认识教师的"自我理解",培养教师的"微观政治素养"。他关于教师脆弱性的观点对我国关注教师生存状态、正视教师脆弱性具有一定的启示意义。
Kelchtermans believes that teacher vulnerability is a structural condition that constitutes a teaching relationship. It is manifested that teachers often feel powerless in teaching and cannot protect themselves when they are questioned or threatened by others. It originates from the macro,meso and micro levels. The response to vulnerability must be based on its recognition and adjustment. Teachers' "working conditions",understanding teachers' "self-understanding" and cultivating teachers' "micro-political literacy". His view on the vulnerability of teachers has certain implications for China's concern about the survival of teachers and the teacher's vulnerability.
Kelchtermans believes that teacher vulnerability is a structural condition that constitutes a teaching relationship. It is manifested that teachers often feel powerless in teaching and cannot protect themselves when they are questioned or threatened by others. It originates from the macro,meso and micro levels. The response to vulnerability must be based on its recognition and adjustment. Teachers' "working conditions",understanding teachers' "self-understanding" and cultivating teachers' "micro-political literacy". His view on the vulnerability of teachers has certain implications for China's concern about the survival of teachers and the teacher's vulnerability.
引文
[1][24]Kelchtermans,G.. Getting the story,understanding the lives:From career stories to teachers'professional development[J]. Teaching and Teacher Education,1993,9(5/6):443-456.
[2][5][9]Kelchtermans,G.. Vulnerability in teaching:the moral and political roots of structural condition[M]//Day,C.,Lee,J. K..New Understandings of Teacher's Work,Professional Learning and Development in Schools and Higher Education. Dordrecht:Springer,2011:65,67,69.
[3]Lasky,S.. A socio-cultural approach to understanding teacher identity,agency and professional vulnerability in a context of secondary school reform[J]. Teaching and teacher education,2005,21(8):899-916.
[4]Kelchtermans,G.. Teacher's emotions in educational reforms:Self-understanding,vulnerable commitment and micro political literacy[J]. Teaching and Teacher Education,2005,21(8):995-1006.
[8][18][29]Kelchtermans,G.. Teacher vulnerability:Understanding its moral and political roots[J]. Cambridge Journal of Education,1996,26(3):307-323.
[6]Ball,S. J.. Performativities and fabrications in the education economy:towards the performative society[J]. Australian Educational Researcher,2011,27(2):1-23.
[7]Nias,J.. Teachers'moral purposes:Stress,vulnerability,and strength[M]. Cambridge:Cambridge University Press,1999:226.
[10]Weick,K.. Educational organisations as loosely coupled systems[J]. Administrative Science Quaterly,1976,21(4):1-9.
[11]Kelchtermans,G.. Teacher collaboration and collegiality as workplace conditions[J]. A review,Zeitschrift für P?dagogik,2006,52(2):220-237.
[12][16]Kelchtermans,G.. Macropolitics caught up in micropolitics:the case of the policy on quality control in Flanders(Belgium)[J].Journal of Education Policy,2007,22(4):471-491.
[13][21][34]Kelchtermans,G.,Ballet,K.. The micropolitics of teacher induction:A narrative-biographical study on teacher socialisation[J].Teaching and Teacher Education,2002,18(1):105-120.
[14]徐波.大学行政化的组织分析[M].济南:山东大学出版社,2013:87.
[15]Bacharach,S. B.,Lawler,E. J.. Power and politics in organizations:The social psychology of conflict,coalitions,and bargaining[M]. San Francisco:Jossey-Bass,1980:1.
[17]Ball,S.. The Micropolitics of the school:Towards a theory of school organization[M]. London:Methuen,1987:13.
[19]李瑾瑜.新课程与教师专业发展[M].北京:首都师范大学出版社,2003:329.
[20]Ball,S. J.. The teacher's soul and the terrors of performativity[J]. Journal of Education Policy,2003,18(2):215-228.
[22]Stephen J. Ball. The teacher's soul and the terrors of performativity[J]. Journal of Education Policy,2003,18(2):215-228.
[23][42]Blase,J.. The everyday political perspectives of teachers:Vulnerability and conservatism[J]. International Journal of Qualitative Studies in Education,1988,1(2):125-142.
[25][瑞典]T.胡森,[德]T. N.波斯尔斯韦特.教育大百科全书(第8卷)[M].张斌贤,等,译.重庆:西南师范大学出版社,2006:213.
[26]Jeffrey,B.,Woods,P.. Testing Teachers:the effect of school inspections on primary teachers[M].London:Falmer Press,1998:118.
[27]Bernstein,B.. Official knowledge and pedagogic identities:the politics of recontexualising[M]//Ball,S. J.. The Sociology of Education:major themes.London:Routledge Falmer,2000:1840.
[28]Hargreaves,A.. Development and desire. A post-modern perspective[M]//Guskey,T. R.&Huberman,M.. Professional development in education:new paradigms and perspectives.New York:Teachers College Press,1995:9-34.
[30][美]英特拉托.我的教学勇气[M].方彤,等,译.上海:华东师范大学出版社,2008:引言18-19.
[31]张昕,罗增让.影响教育改革中教师情绪反映的因素分析——脆弱性承诺、自我认知和微观政治素养的作用[J].全球教育展望,2016,(6):99-109.
[32]高兆明.制度公正论:变革时期道德失范研究[M].上海:上海文艺出版社,2001:29.
[33]胡金木.现代学校治理的制度之善[J].华东师范大学学报(教育科学版),2018,(2):54-59.
[35][36]Kelchtermans,G.,Ballet,K.. Micropolitical literacy:reconstructing a neglected dimension in teacher development[J]. International Journal of Educational Research,2002,37(8):755-767.
[37]Ball,S.,Goodson,I.. Teachers'lives and careers[M]. London-Philadelphia:Falmer Press,1985:18.
[38] Kelchtermans,G.. Teachers'self-understanding in times of performativity[M]//L. F.Deretchin&C. J. Craig.International research on the impact of accountability systems.Lanham:Rowman&Littlefield Education,2007:13-30.
[39][40]Kelchtermans,G.. Who I am in how I teach is the message:Self-understanding,vulnerability and reflection[J]. Teachers and Teaching:Theory and Practice,2009,15(2):257-272.
[41]高晓文,于伟.弱者的武器:教师的日常抗争策略研究[J].教师教育研究,2018,(3):73-78.
(1)如布拉斯(Blasé)认为,微观政治策略包括强制性权力策略(“power over”strategies)、合作性权力策略(“power with”strategies)、协商性权力策略(“power through”strategies)。
(2)凯尔克特曼认为教师发展是教师个体与其专业情境交互作用的结果。这种情境可以从空间和时间两个维度来考虑。教师专业发展的空间情境是指教师工作于其中的学校社会和组织环境,甚至是教师参与的更为广泛的社区环境。对教师发展有影响的工作情境不能视为单一线性的因果性影响,而是一个充满阐释与意义的相互交往的过程。教师专业发展的时间情境由教师个人生活经历和教学生涯构成。教师的个人生活史及过去的学习经历共同作用于当下,过去、当下和未来共同构成了教师的工作时间。
[2][5][9]Kelchtermans,G.. Vulnerability in teaching:the moral and political roots of structural condition[M]//Day,C.,Lee,J. K..New Understandings of Teacher's Work,Professional Learning and Development in Schools and Higher Education. Dordrecht:Springer,2011:65,67,69.
[3]Lasky,S.. A socio-cultural approach to understanding teacher identity,agency and professional vulnerability in a context of secondary school reform[J]. Teaching and teacher education,2005,21(8):899-916.
[4]Kelchtermans,G.. Teacher's emotions in educational reforms:Self-understanding,vulnerable commitment and micro political literacy[J]. Teaching and Teacher Education,2005,21(8):995-1006.
[8][18][29]Kelchtermans,G.. Teacher vulnerability:Understanding its moral and political roots[J]. Cambridge Journal of Education,1996,26(3):307-323.
[6]Ball,S. J.. Performativities and fabrications in the education economy:towards the performative society[J]. Australian Educational Researcher,2011,27(2):1-23.
[7]Nias,J.. Teachers'moral purposes:Stress,vulnerability,and strength[M]. Cambridge:Cambridge University Press,1999:226.
[10]Weick,K.. Educational organisations as loosely coupled systems[J]. Administrative Science Quaterly,1976,21(4):1-9.
[11]Kelchtermans,G.. Teacher collaboration and collegiality as workplace conditions[J]. A review,Zeitschrift für P?dagogik,2006,52(2):220-237.
[12][16]Kelchtermans,G.. Macropolitics caught up in micropolitics:the case of the policy on quality control in Flanders(Belgium)[J].Journal of Education Policy,2007,22(4):471-491.
[13][21][34]Kelchtermans,G.,Ballet,K.. The micropolitics of teacher induction:A narrative-biographical study on teacher socialisation[J].Teaching and Teacher Education,2002,18(1):105-120.
[14]徐波.大学行政化的组织分析[M].济南:山东大学出版社,2013:87.
[15]Bacharach,S. B.,Lawler,E. J.. Power and politics in organizations:The social psychology of conflict,coalitions,and bargaining[M]. San Francisco:Jossey-Bass,1980:1.
[17]Ball,S.. The Micropolitics of the school:Towards a theory of school organization[M]. London:Methuen,1987:13.
[19]李瑾瑜.新课程与教师专业发展[M].北京:首都师范大学出版社,2003:329.
[20]Ball,S. J.. The teacher's soul and the terrors of performativity[J]. Journal of Education Policy,2003,18(2):215-228.
[22]Stephen J. Ball. The teacher's soul and the terrors of performativity[J]. Journal of Education Policy,2003,18(2):215-228.
[23][42]Blase,J.. The everyday political perspectives of teachers:Vulnerability and conservatism[J]. International Journal of Qualitative Studies in Education,1988,1(2):125-142.
[25][瑞典]T.胡森,[德]T. N.波斯尔斯韦特.教育大百科全书(第8卷)[M].张斌贤,等,译.重庆:西南师范大学出版社,2006:213.
[26]Jeffrey,B.,Woods,P.. Testing Teachers:the effect of school inspections on primary teachers[M].London:Falmer Press,1998:118.
[27]Bernstein,B.. Official knowledge and pedagogic identities:the politics of recontexualising[M]//Ball,S. J.. The Sociology of Education:major themes.London:Routledge Falmer,2000:1840.
[28]Hargreaves,A.. Development and desire. A post-modern perspective[M]//Guskey,T. R.&Huberman,M.. Professional development in education:new paradigms and perspectives.New York:Teachers College Press,1995:9-34.
[30][美]英特拉托.我的教学勇气[M].方彤,等,译.上海:华东师范大学出版社,2008:引言18-19.
[31]张昕,罗增让.影响教育改革中教师情绪反映的因素分析——脆弱性承诺、自我认知和微观政治素养的作用[J].全球教育展望,2016,(6):99-109.
[32]高兆明.制度公正论:变革时期道德失范研究[M].上海:上海文艺出版社,2001:29.
[33]胡金木.现代学校治理的制度之善[J].华东师范大学学报(教育科学版),2018,(2):54-59.
[35][36]Kelchtermans,G.,Ballet,K.. Micropolitical literacy:reconstructing a neglected dimension in teacher development[J]. International Journal of Educational Research,2002,37(8):755-767.
[37]Ball,S.,Goodson,I.. Teachers'lives and careers[M]. London-Philadelphia:Falmer Press,1985:18.
[38] Kelchtermans,G.. Teachers'self-understanding in times of performativity[M]//L. F.Deretchin&C. J. Craig.International research on the impact of accountability systems.Lanham:Rowman&Littlefield Education,2007:13-30.
[39][40]Kelchtermans,G.. Who I am in how I teach is the message:Self-understanding,vulnerability and reflection[J]. Teachers and Teaching:Theory and Practice,2009,15(2):257-272.
[41]高晓文,于伟.弱者的武器:教师的日常抗争策略研究[J].教师教育研究,2018,(3):73-78.
(1)如布拉斯(Blasé)认为,微观政治策略包括强制性权力策略(“power over”strategies)、合作性权力策略(“power with”strategies)、协商性权力策略(“power through”strategies)。
(2)凯尔克特曼认为教师发展是教师个体与其专业情境交互作用的结果。这种情境可以从空间和时间两个维度来考虑。教师专业发展的空间情境是指教师工作于其中的学校社会和组织环境,甚至是教师参与的更为广泛的社区环境。对教师发展有影响的工作情境不能视为单一线性的因果性影响,而是一个充满阐释与意义的相互交往的过程。教师专业发展的时间情境由教师个人生活经历和教学生涯构成。教师的个人生活史及过去的学习经历共同作用于当下,过去、当下和未来共同构成了教师的工作时间。