The role of beliefs in teacher agency
The role of beliefs in teacher agency
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DOI：
10.1080/13540602.2015.1044325
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发表时间：
2015-08-18
影响因子：
2.7
通讯作者：
Robinson, Sarah
中科院分区：
文献类型：
--
作者：
Biesta, Gert;Priestley, Mark;Robinson, Sarah
在世界范围内的教育政策中，寻求减少教师对自己的工作作出判断和控制的机会的国家和寻求促进这种机会的国家之间存在着持续的紧张关系。一些人认为教师代理是学校运作中的一个弱点，并试图用基于证据和数据驱动的方法来取代它，而另一些人则认为，由于情境教育实践的复杂性，教师代理是良好和有意义的教育不可或缺的要素。虽然关于教师专业精神形态和形式的意识形态辩论很重要，但同样重要的是理解教师代理机构的动态以及有助于促进和加强教师代理机构的因素。本文以苏格兰实施卓越课程为背景，对教师中介机构进行了为期两年的研究，旨在探讨这些问题。我们关注教师的信念，以便了解教师的个人和集体话语，这些话语影响教师的感知、判断和决策，并激励和推动教师的行动。虽然研究表明信念在教师工作中发挥着重要作用，但教师个人的信念和价值观与更广泛的制度话语和文化之间的明显不匹配，以及对教育目的的相对缺乏明确和强有力的专业愿景表明，促进教师代理不仅依赖于个别教师将其带到实践中的信念，还需要集体发展和考虑。
There is an ongoing tension within educational policy worldwide between countries that seek to reduce the opportunities for teachers to exert judgement and control over their own work, and those who seek to promote it. Some see teacher agency as a weakness within the operation of schools and seek to replace it with evidence-based and data-driven approaches, whereas others argue that because of the complexities of situated educational practices, teacher agency is an indispensable element of good and meaningful education. While the ideological debate about the shape and form of teacher professionalism is important, it is equally important to understand the dynamics of teacher agency and the factors that contribute to its promotion and enhancement. In this paper, we draw from a two-year study into teacher agency against the backdrop of large-scale educational reform - the implementation of Scotland's Curriculum for Excellence - in order to explore these questions. We focus on teachers' beliefs in order to get a sense of the individual and collective discourses that inform teachers' perceptions, judgements and decision-making and that motivate and drive teachers' action. While the research suggests that beliefs play an important role in teachers' work, an apparent mismatch between teachers' individual beliefs and values and wider institutional discourses and cultures, and a relative lack of a clear and robust professional vision of the purposes of education indicate that the promotion of teacher agency does not just rely on the beliefs that individual teachers bring to their practice, but also requires collective development and consideration.