赋权予教师：教师专业发展中的教师领导

Empowering Teachers：Teacher Leadership in Teacher Professional Development

教师专业发展中的教师领导有两个方面的意义：一是领袖教师对其专业群体的引领；二是教师自主的专业发展。鼓励同侪协作，发挥优秀教师的示范─引领─辐射等作用固然重要，但教师的自由才是专业发展持续且有效的基础。在中国大陆，教师在职的专业发展受到行政部门的主导，骨干教师们在各种专业发展活动中发挥着重要作用，然而也呈现出精英化、等级制与工具性等特征。此外，由于处处到行政干预，教师的专业发展充满着功利色彩、被迫与被动。我们认为，只有赋权于教师，留给教师自主发展的空间并提供更多选择，才能促成教师持续而有效的发展。教师领导的专业发展应成为教师专业发展的原则之一。

Teacher leadership in teacher professional development bears two meanings：（1）is teacher leader’s influence over the professional community；and （2）is teachers’ self─direction and autonomy over their own professional growth. We argue that the present teacher professional development system is the Chinese Mainland is power─coercive， and the teacher leadership is characterized by hierarchy， meritocracy， and instrumentalism. A self─directed and self─empowering TPD system should afford teachers more autonomy and flexibility.