大学教师对“好老师”之理解的实践推理--项扎根理论研究的过程及其反思

Practical Reasoning of University Teachers' Understanding of Being a %22Good Teacher%22： The Process of a Grounded Theory Study and Its Reflection

大学教师在教育活动中时常会陷人两难困境，此时他们是如何进行价值判断并做出行动抉择的？他 们认为什么是“好老师”应该做的？他们是如何在实践中诠释自己对“好老师”的理解的？这实际上是一个教师进 行实践推理的过程，实践推理赋予教师行动以合理性解释，有关什么是“好老师”的实践推理意味着他们的行动会 努力朝向好的教育实践。采用扎根理论的研究取向，对数位大学教师进行个别访谈和焦点团体座谈，通过三级编 码步骤，对上述问题进行了探究。研究发现，以理为依归，情、理、法交至，追求教育实践合理性，是这些教师所认同 的、面对教育困境时“好老师”的实践推理，也是他们眼中“好老师”形象形成的依据。而如此研究结果的发现，有赖 于研究者对教师在两难困境中的行动决策和实践推理进行分析，而不仅仅停留在静态地对他们所说的“好教师”特 征进行描述。

In educational activities， university teachers often encounter difticutt problems and moral dilemmas. In these circumstances， how do university teachers make value judgments and behavior choices? What kind of decisions do they think that a ＂good teacher＂ should make? How do they interpret their understanding of being a ＂good teacher＂ in practice? These are actually what happen in a teacher?s reasoning practice， which gives rationale for the teacher' action and the reasoning of being a “good teacher” means that he/she will act towards good education practice. Through individual interviews and a focus group with several university teachers， the study investigated the issue using ground theory approach with three levels of coding of the data. It s found that， in the face of moral dilemmas， university teachers will take reason as the destination， while integrating emotion， reason and law in their pursuit of the practical reasonableness of education practice. This s also the basis of the image of a ＂good teacher” in their eyes. These findings relied on the researcher?s analysis of teacher?s action decision and practical reasoning in the dilemmas， not only a description of the static characteristics of a ＂good teacher”.