Professional capital after the pandemic: revisiting and revising classic understandings of teachers' work
Professional capital after the pandemic: revisiting and revising classic understandings of teachers' work
复制标题
DOI：
10.1108/jpcc-06-2020-0039
复制
发表时间：
2020-07-21
影响因子：
3.8
通讯作者：
Fullan, Michael
中科院分区：
文献类型：
--
作者：
Hargreaves, Andy;Fullan, Michael
目的在冠状病毒大流行及其可能的后果的背景下，本文回顾了丹·洛蒂1975年的著作《学校教师》中的三个经典发现。这些发现是，教师和其他人的教学理念建立在学生长期观察的基础上；他们从教学的精神回报--教师从学生那里获得的情感满足和反馈--中获得满足；他们在保守的个人主义文化中工作。设计/方法/方法这篇文章评价了洛蒂关于当代公共领域调查的基础文本和关于大流行对教学影响的专栏文章。研究发现，新冠肺炎创造了破坏传统心灵奖励的条件，削弱了微妙的师生关系，因为越来越多的学生觉得上学不那么吸引人，开始让家长对在线教学产生扭曲的观察，并使教师合作变得更加困难。研究局限/影响由于目前大流行的性质和缺乏及时的原始数据，研究依赖于快速反应和观点，而不是现有的文献和数据库。实际意义延期议程提出了三种方法，以促进专业资本的存在和影响，使洛蒂的议程现代化。这些方式包括对学生而不仅仅是教师的新的心灵奖励，积极包容父母的更加开放的专业精神，以及具有更大力度和深度的协作专业精神。社会影响延迟时代的教育改革必须是变革性的，而不是寻求回归正常。原创性/价值本文赋予洛蒂新冠肺炎环境下的原创性理念新的内涵
Purpose This article revisits three classic findings from Dan Lortie's 1975 bookSchoolteacher, in the context of the coronavirus pandemic and its possible aftermaths. These findings are that teachers and others base their ideas about teaching on the long apprenticeship of observation as students; they derive their satisfaction from the psychic rewards of teaching - the emotional satisfaction and feedback that teachers got from students; and they work in conservative cultures of individualism. Design/methodology/approach The article appraises Lortie's foundational text in relation to contemporary public domain surveys and op-ed articles about the impact of the pandemic on teaching and learning. Findings COVID-19 created conditions that undermined traditional psychic rewards, weakened the tenuous student-teacher relationship as more students found schooling less engaging, began to give parents distorted observations of teaching online and made teacher collaboration more difficult. Research limitations/implications Due to the current nature of the pandemic and the shortage of just-in-time original data, the research relies on rapid responses and op-ed perceptions rather than on an established body of literature and database. Practical implications The postpandemic agenda holds out three ways to modernize Lortie's agenda in ways that advance the presence and impact of professional capital. These ways comprise new psychic rewards for students and not just teachers, a more open professionalism that is actively inclusive of parents and collaborative professionalism that has greater strength and depth. Social implications Educational reform in the postpandemic age must be transformational and not seek to return to normal. Originality/value The paper gives new meaning to Lortie's original ideas on COVID-19 circumstances