Fluctuations in the professionality and professionalism of the teaching profession in Japan: a perspective against the “learnification” of teacher education
Fluctuations in the professionality and professionalism of the teaching profession in Japan: a perspective against the “learnification” of teacher education
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日本教师职业的专业性和专业性的波动：教师教育“学习”的视角
DOI：
10.1080/1359866x.2022.2135488
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发表时间：
2022
影响因子：
2.6
通讯作者：
Ishii Terumasa
中科院分区：
文献类型：
--
作者：
Chisato Abe;Tomoko Imai;Sezaki Ayako;Miyamoto Keiko;Fumiya Kawase;Yoshiro Shirai;Masayo Sanada;Ayaka Inden;Takumi Kato;Norie Sugihara;Hiroshi Shimokata.;石井 英真;Ishii Terumasa
在日本，教师职业的复杂性在反复的制度改革中被淡化，越来越多地被视为一种技术操作。为了应对这一趋势，“反思实践者”的概念（Schön，D。A.）被提议作为一种对比。虽然它影响了此后教师教育改革的讨论，但它也被纳入格特·比斯塔所谓的教师教育的“学习化”。本文概述了日本教师教育改革的趋势和争论，并讨论了如何避免教师教育的“学习化”。本文直接谈到APJTE编辑提出的8项挑战中的第1项，涉及重新定义教学“作为旨在有效产生可衡量学习成果的技术操作”及其对教师代理，身份和专业化的影响。它使用日本作为一个案例来描述的情况下，教学的平凡化到一个技术操作和教师职业的非专业化进行不仅通过教育政策的行动，而且通过互动的话语，旨在批评它。
In Japan, the complexity of the teaching profession has been downplayed in the course of repeated systemic reforms, wherein the profession is increasingly viewed as a technical operation. In response to this trend, the concept of “reflective practitioner” (Schön, D. A.) has been proposed as a counterpoint. While it has influenced the discussion of teacher education reform thereafter, it has also been coopted into what Gert Biesta calls “learnification” of teacher education. This paper outlines the trends and debates of teacher education reform in Japan and discusses ways to avoid the “learnification” of teacher education. This paper speaks directly to Item No. 1 of the 8 challenges put forward by the APJTE editors, which concerns the redefinition of teaching “as a technical operation aimed at the effective production of measurable learning outcomes” and its implications for teacher agency, identity and professionalism. It uses Japan as a case to depict the situation in which the trivialisation of teaching into a technical operation and the de-professionalisation of the teaching profession are proceeding not only through the action of educational policy but also through the interaction with discourses that are intended to criticise it.