从大学教师的“学术属性”到“道德属性”一项以加拿大14位大学获奖教师为例的质性研究

From University Professors' Academic Attribute to Their Moral Virtue Attribute： A Qualitative Inquiry with 14 Canadian Award-Laureates

本研究关注大学教师的道德属性，以索科特“有德之师类型”和麦金泰尔“德性目录”为分析框架， 通过质性研究方法对14位加拿大获奖大学教师进行深度访谈，以回答“大学教师是谁”和“大学教师德性是什 么”这两个问题。研究发现:第一，大学教师的道德认知类型与索科特的理论高度吻合，可以被分为学者型、育人者型、实践推行者型以及道德催化者型;第二，大学教师的德性与大学教师的道德认知密切相关，即每种认知类型对应不同的教师德性目录;第三，揭示出教师道德认知是教师德性养成的重要影响因素之一。

This article focuses on university teachers^ moral virtues and attempts to answer two core questions: “who are university teachers?” and “what are university teachers’ moral virtues?” It com-bines Hugh Sockett’s “good teacher role model type” and Alasdair Maclntyre's “moral virtue list” as the conceptual framework. A qualitative inquiry was applied to 14 Canadian award-laureate professors. This study features three findings. First，the empirical qualitative result supports Sockett's theory. That is，the Canadian professors could be classified into four types: scholar-professional，nurturer-pro-fessional，clinician-professional，and moral agent-professionah Second，the teacher moral virtues have to do with their role model affection， i. e. 9 different role model types correspond with different moral virtues. Third， teacher role model affection is an important factor that impacts the cultivation of teacher moral virtues.