教师实践性知识研究的创生和发展

doi:10.16382/j.cnki.1000-5560.2018.06.012

摘要/Abstract

摘要： 教师实践性知识研究作为一个独立的研究领域，在何种知识语境和社会情境下得以可能？本文从思想史研究中的知识社会学视角，对过去半个世纪教师实践性知识研究进行梳理发现，寻找教师专业合法性是其根本诉求。社会-政治话语和学术-技术话语的时代演变与互动，影响着教师实践性知识研究不同取向的创生与发展。而研究者对教师教育教学活动的理解之转变，进一步丰富了教师实践性知识的内在维度。教师实践性知识研究的关注焦点，从最初对教师专业实践的观测，走向教师专业知识的内容建构，最终回归教师职业的本质属性，以专业精神中的伦理与德性赋予教师专业合法性的价值根基。通过描绘教师实践性知识研究的复杂谱系，对我们理解教师专业化的历史地图具有启示意义。

关键词: 实践性知识, 教师知识, 教师教育, 专业化, 思想史, 知识社会学

Abstract: What kinds of knowledge discourses and social contexts make research possible on teacher practical knowledge as an independent field? This article, from the perspective of sociology of knowledge in the methodology of history of ideas, scrutinizes the research on teacher practical knowledge in the past half century. The fundamental appeal of this research field is to pursue the legitimation of teaching as a profession. Social-political discourses and academic-technic discourses affected the emergence and development of various approaches to researching teacher practical knowledge. Educationists' transitional understandings of teaching and education enriched the inner dimensions of teacher practical knowledge. The research focus of teacher practical knowledge changed from observable professional practices to professional knowledge structures, and then to teacher ethic and morality as essentials for teacher profession. Through depicting the complex genealogy of research on teacher practical knowledge, this article is significant for understanding the historical mapping of teacher professionalization.

Key words: practical knowledge, teacher knowledge, teacher education, professionalization, history of ideas, sociology of knowledge

魏戈, 陈向明. 教师实践性知识研究的创生和发展[J]. 华东师范大学学报(教育科学版), 2018, 36(6): 107-117+158+159.

WEI Ge, CHEN Xiangming. The Emergence and Development of Research on Teacher Practical Knowledge[J]. Journal of East China Normal University(Educationa, 2018, 36(6): 107-117+158+159.

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