析教师专业发展理论之”专业”维度

Analysis of the Profession Dimension in Theory of Teacher Professional Development

目前，国内有关教师专业发展的探讨多集中于教师个体在教学知识、技能等层面的提高，而对于教学作为一专业的关注相对有限。这种倾向不仅对理论发展不利而且亦会在根本上限制实践的良性发展。本文透过特质模式、权力模式及历史发展模式三种理论，分析这一现状产生的原因及带来的问题，以申明教师专业展之”专业”内涵的重要意义。

The discussion of teacher professional development in the Chinese Mainland has been focused on how to improve the knowledge and skills of individual teachers. Inquiry into teaching as a profession has been sporadic， thus constraining the theory building efforts and the healthy development of the field. This article aims to provide reasons for such a phenomenon. It traces related problems by viewing them through the lenses of the trait model， the power model and the historical model. In doing so， the important of the profession dimension in the teacher professional development will be illuminated.