The Status and Prestige of Teachers and Teaching
The Status and Prestige of Teachers and Teaching
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教师和教学的地位和威信
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发表时间：
2009
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通讯作者：
L. Hargreaves
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作者：
L. Hargreaves
教师肩负着确保儿童智力成长的任务，并为每一代新一代迎接未来的挑战做好准备。人们可能会认为，这种重要的工作在任何社会都会享有很高的地位和相当的尊重和奖励，但正如我们将看到的那样，情况并不总是这样：一些国家的教师享有高薪和舒适的工作条件，而在其他国家，他们可能不得不做两份工作才能生存，或者他们可能已经几个月没有工资了。幸运的是，正如Lortie(1975)指出的那样，教师倾向于为他们的工作寻求“心灵”奖励--给孩子一个良好生活开端的愿望和看到他们学习的乐趣--而不是物质奖励。不幸的是，Hoyle(2001)注意到英国工党政府决心提高教师的形象、士气和地位[例如，DFES(教育和技能部)，1998]，他认为与儿童的这种重要关系是提高教师声望的“一个难以克服的障碍”。在这一章中，我们将进一步探讨这些问题，从地位和声望的定义开始，接着考虑教师的现状，教师地位的假设决定因素，各种政策的影响，最后是教师地位对职业的影响。
Teachers are entrusted with the task of ensuring children’s intellectual growth and preparing each new generation to meet the challenge of the future. One might expect that such important work would enjoy high status and considerable respect and reward within any society, but as we shall see this is not always the case: while teachers in some countries enjoy high salaries and comfortable working conditions, elsewhere they may have to do two jobs in order to survive, or they may not have been paid for months. Fortunately, as Lortie (1975) pointed out, teachers tend to seek the ‘psychic’ rewards – the desire to give children a good start in life and the pleasure of seeing them learn – rather than material rewards for their work. Unfortunately, Hoyle (2001), noting the British Labour government’s determination to raise the image, morale and status of teachers [e.g., DfES (Department for Education and Skills), 1998] sees this vital relationship with children as ‘an intractable barrier’ to improved prestige for teachers. In this chapter we shall explore these matters further, beginning with definitions of status and prestige, moving on to consider the current status of teachers, the hypothetical determinants of teachers’ status, the impact of various policies and, finally, the consequences of the status of teaching for the profession.