为「民主的专业主义」而辩护

Teacher Autonomy under Processes of Centralized Decentralization: The Case for a “Democratic Professionalism”

在当今世界的大多数国家，专业的质已日益由国家来决定。于是，在英国教育中便相继产生了「自由市场和强力政府」、中央控制下的分权过程和「远程操纵」的明显悖论。教师教育新近政策的变化，使教师之间产生了「新企业家」和「老集体主义者」的专业分裂；当下的教师专业主义使得全国教师工会具有一定的专业防御质便不再让人觉得难以理解。然而，从社会学的角度来看，为替代专业主义的传统模式和新工党政府试图削弱教师自主权的「管理式的专业主义」，当前需要对于教师专业主义进行重新认识和重新建构，在这一方面，「民主的专业主义」充满着希望，即教师必须积极地与包括学生、家长、小区和政府等利益相关者一同工作，主动把握和创造由国家政策的变革所提供的专业进步之机会。

The nature of a profession has been increasingly determined by the state in most countries. Therefore， in the education of England there appeared successively the apparent paradox of the ‘free market and the strong state’ and of the processes of centralized decentralization and ‘steering at a distance’. The recent teacher education reforms caused marked divide among teachers along the lines of ‘new entrepreneurs’ and ‘old collectivists’. And that nowadays the teacher professionalism enables the National Union of Teachers to become defensive is now understandable. However， sociologically， there is currently an urgent need to re-understand and reconstruct the teacher professionalism， and in this aspect， “democratic professionalism” is prospective as an alternative to both the traditional notion of teacher autonomy and the ‘managerial professionalism’ invented by the New Labour’s government to undermine the teacher’s autonomy. That is， teachers must work actively with other stakeholders such as students， parents， communities and the existing government to grasp and help shape the progressive opportunities provided by the government polices.