| 1,508 | 24 | 111 |
| 下载次数 | 被引频次 | 阅读次数 |
基于对已有的情绪理论、教育改革与教师情绪以及教师叙事性传记作品的研究,本文探讨了对教育改革中教师情绪具有调节作用的若干因素。研究表明,教师情绪与构成教学工作的结构性条件——脆弱性有关。教师的身份感与自我认知影响着教育改革中教师的行为与应对,同时教师情绪反应受专业背景影响,包括时间维度(年龄、年代、传记)和空间维度(结构和文化工作条件)。另外,教师与其专业背景之间的专业性及有意义互动包含着一个基本的微观政治维因素。情绪反映了这样的事实:与良好教育相关的根深蒂固的信念是教师自我认知的一部分。将改革议程强加于不同的规范信念不仅会引发强烈的情感,而且会引起抵抗或积极尝试影响和改变个人工作条件的微观政治行动。
Abstract：Based on the existing theories of emotion,education reform and teacher' s emotion and the research of the narrative biography of teachers,this paper discusses a number of factors that regulate the emotion of teachers in educational reform. The research shows that teachers' emotion is related to the vulnerability that structural conditions constitute the teaching work. The teachers' s ense of identity and self-awareness is affecting teachers' behavior and coping in educational reform,while teachers' emotional reactions is mediated by the professional context,that encompasses dimensions of time( age,generation,biography) and of space( the structural and cultural working conditions). In addition,the professional and meaningful interaction between teachers and their professional background contains a basic micro political dimension. The emotion reflects the fact that deeply held beliefs on good education are part of teachers' self-awareness. The reform agenda imposed on different normative beliefs will not only lead to strong emotions,but also causes the micro political action that resistance or actively trying to influence and change the individual's working conditions.
[1][2]Nias,J.Thinking about feeling:The emotions in teaching[J].Cambridge Journal of Education,1996,26(3):293-306.
[3]吕青倩,罗增让.论教师的情绪调节和课堂管理[J].教师教育论坛,2016,29(1):72-75.
[4]罗增让,余巧.课程改革中教师身份认同及教师情绪的研究[J].教学与管理,2016(1):8-11.
[5][23]Zembylas,M.Constructing genealogies of teachers'emotions in science teaching[J].Journal of Research in Science Teaching,2002,39(1):79-103.
[6]Blase,J.The everyday political perspectives of teachers:Vulnerability and conservatism[J].Qualitative Studies in Education,1988(1):125-142.
[7][13]Kelchtermans,G.Teacher vulnerability:Understanding its moral and political roots[J].Cambridge Journal of Education,1996,26(3):307-323.
[8]尹弘飚,李子建.论课程改革中的教师改变[J].教育研究,2007(3):23-28.
[9]Bullough,R.V.Jr.Teacher vulnerability and teachability:A case study of a mentor and two interns[J].Teacher Education Quarterly,2005,32(2):23-40.
[10]尹弘飚,李子建.课程实施与教师心理变化[J].全球教育展望,2006,35(10):20-25.
[11]孙彩霞,李子建.教师情绪的形成:生态学的视角[J].全球教育展望,2014,43(7):67-75.
[12]Kelchtermans,G.The teaching career:between burnout and fading away?Reflections from a narrative and biographical perspective[A].In R.Vandenberghe&M.Huberman(Eds),Understanding and preventing teacher burnout:A sourcebook of international research and practice[M].Cambridge:Cambridge University Press,1999:176-191.
[14]Kelchtermans,G.Getting the story,understanding the lives.From career stories to teachers'professional development[J].Teaching and Teacher Education,1993(9):443-456.
[15]Hargreaves,A.Development and desire.A postmodern perspective[A].In T.R.Guskey&M.Huberman(Eds.),Professional development in education.New paradigms&perspectives[M].New York:Teachers College Press,1995:9-34.
[16]Goodson,I.Social histories of educational change[J].Journal of Educational Change,2001(2):45-63.
[17][22]孙俊才,卢家楣.国外教师情绪研究的视角转换与启示[J].外国教育研究,2007,34(7):19-23.
[18]Kelchtermans,G.&Ballet,K.The micropolitics of teacher induction:A narrative-biographical study on teacher socialisation[J].Teaching and Teacher Education,2002a,18(1):105-120.
[19]杜春华.从高校收费看高校微观政治行为的目标选择[J].国家教育行政学院学报,2006(6):67-70.
[20]Zembylas,M.Discursive practices,genealogies,and emotional rules:A poststructuralist view on emotion and identity in teaching[J].Teaching&Teacher Education,2005,21(8):935-948.
[21]Kelchtermans,G.&Ballet,K.Micropolitical literacy:Reconstructing a neglected dimension in teacher development[J].International Journal of Educational Research,2002b,37:755-767.
基本信息:
中图分类号:G443
引用信息:
[1]张昕,罗增让.影响教育改革中教师情绪反应的因素分析——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,2016,45(06):99-109.
2016-06-15
2016-06-15