个体组织：教师自主性的二重维度

Individual and Institutional：the Dual Dimension of Teacher Autonomy

教师自主性是教师个体人格特征与专业社会化程度的综合表征，它不仅反映了教师个体之间的行为、态度、性情等方面独立性、主动性差异，还是国家教育改革的宏观政策与学校微观政治的具体体现，表现为外部组织环境所规定的教师专业独立活动的范围与可能空间。个体维度的教师自主性提升强调内部的自我完善与发展，组织维度的教师自主性发展强调外部的政策杠栏与赋权。二者是相同事物属性的不同观察维度，是事物互相约定的不同侧面，其表现出的不断变化、不断生长的动态特征，是互为因果的双边调整的结果。客观外部结构是教师自主发展的条件，主体内部结构特征是教师专业成长的基本依据，主客结构的交互作用促成教师自主性内外特征的变化。

Teacher autonomy which is the integrated representation of teacher personality characteristics and professional socialization level， not only reflects the difference of independence and initiative in individual teacher’s activity and disposition， but also manifests the range of possibility on teacher’s own professional action under the national grand education policies and the school micro─political surroundings. The improvement of teacher personal autonomy emphasizes inner self─fulfillment and self─development， and the improvement of teacher institutional autonomy insists on exterior policy leverage and empowerment. Both which are interactional different aspects on the same thing’s nature， results in the dynamic characteristics of teacher autonomy. The objective exterior frame is the condition of teacher autonomic development， and the subjective inner structure and the groundwork of teacher professional improvement， so the interaction of both of them cause the change of teacher autonomy inside and outside.