西方教师赋权增能研究的内涵及其发展探究

Exploring the Connotation and Development of Teacher Empowerment in Western Countries

20世纪80年代兴起于欧美的教师赋权增能研究，是教师专业发展研究领域中的重要组成部分。本文探讨教师赋权增能理论的内涵，即教师赋权增能是教师专业发展的心理需要和权力重新配置的过程。同时，本文根据教师赋权增能研究成果的数量、研究所采用的方法和研究的系统化程度，把西方的教师赋权增能研究划分为萌芽期和发展期两个阶段。最后，本文对我国进一步研究教师赋权增能进行了相关思考。

As an important part of research on teacher professional development， the research on teacher empowerment rose in the 1980s in European countries and in America. This research probes into the essentials of teacher empowerment， and argues that teacher empowerment is a process of psychological needs and power reconstruction of teacher professional development. Based on the other studies on teacher empowerment and their approaches and systematic level， this paper divides the research on teacher empowerment into two stages: infancy stage and development stage. It ends with some reflection on future Chinese research on teacher empowerment.