小学教师职业内疚的理解:教育现象学的视角
Understanding of Professional Guilt of Primary School Teachers: From the Perspective of Educational Phenomenology
  
DOI:
中文关键词:  小学教师;职业内疚;现象学研究;教育学意义
英文关键词:primary school teachers,professional guilt,phenomenological research,educational significance
基金项目:本文系国家社会科学基金资助项目“新媒体背景下儿童道德共识建构研究”(课题编号:15BZX114)的成果之一。
作者单位
谢翌 广州大学教育学院 
黄臻伟 江西省龙南县人民政府教育督导室 
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中文摘要:
      教师的内心景观是教育质量的重要影响因素。教师的职业内疚是教师职业生命的重要内容。研究采用现象学研究的方法,着力于教师生活体验的理解,揭示了内疚情绪的基本内涵:基于职业良心的歉意、对专业失误的追悔、基于专业威信假设的羞愧和基于专业责任的负罪感等。教师的职业内疚具有内向性、道德性、智慧性和弥散性等特点。教师职业内疚具有重要的教育学意义:内疚是推动教师专业发展的情感力量;内疚通过引发职业良知来唤醒教师的职业自觉;基于内疚的反思可以提高教师的道德自律感;内疚可以调节和改善师生之间的关系。
英文摘要:
      Teachers’ inner landscape is an important factor which affects the quality of education. Teachers’ professional guilt is an important part of their professional life. This research adopts phenomenological research method, focuses on the understanding of teachers’ life experience, and reveals the basic connotation of their guilt: apology based on professional conscience, regret for professional mistakes, shame based on the assumption of professional prestige and remorse from professional responsibility. Professional guilt has such characteristics as internality, morality, thoughtfulness and dispersivity. Teachers’ professional guilt has pedagogical significance: guilt is the emotional power to promote teachers’ professional development; it can awaken teachers’ professional consciousness by arousing their professional conscience; guilt-based reflection can enhance teachers’ sense of moral self-discipline; guilt can regulate and improve the relationship between teachers and students.
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