教育學報



外在規限和專業自主張力下的教師合作

2017.第45卷第2期(Vol. 45 No. 2).pp. 85–106
 

外在規限和專業自主張力下的教師合作

Teacher Collaboration Under the Tension Between External Constraint and Professional Autonomy

喬雪峰、黎萬紅(Xuefeng QIAO & Manhong LAI)

摘要

教師合作浸潤於獨特的社會文化情境中,在外部規限和內在自主的張力下呈現出差異化走向。中國內地致力於推動公開課比賽,以發展學校合作文化,提升教師的專業性。然而,公開課比賽中教師合作處於外部規限和專業自主的張力下,面臨發展困境。合作議程和規則受制於固化的規則體系,普通教師缺乏話語權,專業性的提升受到抑制。改進教師合作需要擺脫工具理性傾向,突破「樣板戲」式的表演,並賦權予教師。

關鍵詞:教師合作;專業學習社群;專業自主;公開課

Abstract

Situated in a special sociocultural context, teacher collaboration moves away from its original purpose under the tension between external constraint and professional autonomy. The Chinese mainland promotes “open class” match to develop collaborative school culture and to enhance teacher professionalism. However, it reveals that teacher collaboration encounters difficulties when it is under the tension between external constraint and professional autonomy. Activity agenda and rules are under the control of administrators and academic authorities. Teachers are forced to follow external disciplines, and their professionalism is suppressed. In order to improve teacher collaboration, it needs to get rid of instrumental rationality, get out of “model play,” and empower teachers.

Keywords: teacher collaboration; professional learning community; professional autonomy; open class