迪尔凯姆职业道德视角下的教师监管与代理

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Ethics and Education Pub Date : 2021-12-21 DOI:10.1080/17449642.2021.2013634
L. Campbell
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引用次数: 0

摘要

摘要在讨论教学规范时,出现了许多问题,涉及教师如何理解对他们的职业期望,以及这些标准在支持和维护教师实践的道德层面方面所起的作用。可以说,教师的专业标准是为了满足其所在社会的需求而发展的。因此,它们为分析它们所属的社会和教育系统的欲望、愿望和哲学观点提供了一个场所。涂尔干的职业道德思想提供了一种理解复杂多变的教师规范景观的手段。它们提供了一种将教师职业标准视为不受新自由主义监管概念约束的方式,在新自由主义的监管概念中,对制裁的恐惧可能会限制对该职业的想象力参与。相反,即使在高度管理的体系中,我们也开始将专业标准视为促进更大利益的参与和道德行动的一种手段。从这个意义上说,涂尔干的工作促进了一种将专业标准视为有能力放大教师天生的积极社会影响潜力的方式,无论他们在什么环境下工作。
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Teacher regulation and agency through the lens of Durkheim’s professional ethics
ABSTRACT In discussions of the regulation of teaching, there are a number of issues which arise concerning how teachers understand the professional expectations upon them and the role that such standards play in supporting and maintaining the ethical dimensions of teachers’ practice. Arguably, teachers’ professional standards evolve to meet the needs of the societies in which they exist. Consequently, they provide a locus for analysis of the desires, aspirations and philosophical perspectives of the social and educational systems to which they belong. Durkheim’s ideas about professional ethics provide a means of making sense of the complex and varied landscape of teacher regulation. They provide a way of seeing teacher professional standards as not constrained by neoliberal conceptions of regulation in which the fear of sanction may limit imaginative engagement with the profession. Instead, even within highly managerial systems, we begin to see professional standards as a prompt to engaged and ethical action for the greater good. In this sense, Durkheim’s work facilitates a way of seeing professional standards as having the capacity to magnify teachers’ innate potential for positive social impact regardless of the context in which they work.
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来源期刊
Ethics and Education
Ethics and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.70
自引率
11.10%
发文量
22
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