外国教育研究

2019, v.46;No.347(05) 66-77

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教师脆弱性的根源与应对:凯尔克特曼的观点及启示
The Roots and Responses of Teacher Vulnerability:Views and Enlightenments from Kelchtermans

张雅慧;蔡辰梅;
ZHGANG Yahui;CAI Chenmei;Department of Education,Shandong Normal University;Education College,Guangzhou University;

摘要(Abstract):

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.

关键词(KeyWords): 教师脆弱性;凯尔克特曼;微观政治组织;微观政治素养;自我理解
teacher vulnerability;micropolitical organization;micropolitical literacy;self-understanding

Abstract:

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基金项目(Foundation): 国家社会科学基金“十三五”规划2017年度教育学一般课题“社会转型进程中教师道德的关系性断裂及其重建”(课题编号:BEA170109)

作者(Author): 张雅慧;蔡辰梅;
ZHGANG Yahui;CAI Chenmei;Department of Education,Shandong Normal University;Education College,Guangzhou University;

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