教師專業地位与身份認同 : 比較 — 歷史的視域

1. 教師專業地位与身份認同 :比較—歷史的視域 陝西師範大學 2011年5月17日講座 曾榮光

2. 中國（大陸、香港、台灣）教學專業的政策議論:問題的說明中國（大陸、香港、台灣）教學專業的政策議論:問題的說明 • A quarter of a century quest for professionalism of schoolteachers in HKSAR (1982-1998-…) • A decade-long effort of establishing National Educational Association in Taiwan under the stipulation of the Teacher Act (first passage in 1995) was established in 1999. • A decade-long discussion of professional status of schoolteachers in Mainland China (1993-…)

3. Quest for professionalism of Schoolteachers in HKSAR

5. Teacher Act in Taiwan

7. Teacher Act 1993 in Mainland China

8. Professionalization: An Empirical Problem in Search of Perspectives • The first generation of studies of the profession: The trait model in functionalist perspective • The second generation of studies of the profession: The power model in political perspective • The third generation of studies of the professionalism: The comparative-historical approach in the perspective of new institutionalism

9. The Foundation of New Institutionalism in the Studies of Professionalization • Peter Berger and Thomas Luckmann's perspective of phenomenological sociology • Berger and Luckmann (1967) The Social Construction of Reality: A Treatise in the Sociology of Knowledge • The dualism of the objectivity and subjectivity of social reality • The dialectic of moments of externalization, objectivation, and internalization • Teachers' professionalism as status and/or identity • Teachers' professionalism as externalized objective reality of occupational status and role • Teachers' professionalism as internalized subjective reality of occupational identity

10. Berger and Luckmann's framework of institutionalization Institution as objective reality Concept of reciprocal typification of habitualized actions Concept of externalization Concept of objectivation Concept of role, role performance, role expectation and role set Concept of legitimation Cognitive explanation Normative justification The Foundation of New Institutionalism in the Studies of Professionalization

11. Berger and Luckmann's framework of institutionalization Institution as subjective reality Primary socialization Secondary socialization Internalization Identification The Foundation of New Institutionalism in the Studies of Professionalization

12. Cognitive explanation Normative justification

13. The professional status of teacher Act of teaching Cognitive explanation Knowledge & culture of teaching Duty of teaching Normative justification The role of teacher Institution of teaching The identity of teacher Socialization & education of teaching

14. Teachers' Professionalization in the Perspective of New Institutionalism • Re-conceptualization of professionalization With reference to the conceptual framework of new institutionalism, the process of professionalization can then be conceptualized into two inter-related process, namely • The process of objectivation of professional role as institutional structure and organization. In this regard, professionalization can be conceptualized as the process through which the role performances expected of a particular occupational group are typified, externalized and objectivated in an institutional order.

15. Teachers' Professionalization in the Perspective of New Institutionalism • Re-conceptualization of professionalization • The process of internalization of professional identity by incumbents of particular occupational groups. In this regard, professionalization can be conceptualized as the process through which the role expectations embedded in an occupation position is internalized as inherent component of one's 'self' (taken as one's own) by incumbents of an occupation.

16. Teachers' Professionalization in the Perspective of New Institutionalism • Re-conceptualization of professionalization • Profession can then be conceptualized as an occupation which can • institutionalized its knowledge bases: establishment of professional school in university • institutionalized its practical bases: dominance in the organization of the deliverance of professional service • institutionalized its supply: legalizing the licensing process of the profession • institutionalized its demand: exclusion of other occupations from providing comparable services

17. Teachers' Professionalization in the Perspective of New Institutionalism • Re-conceptualization of professionalization The State University Profession Clientele

18. Comparative-Historical Approach to the Institutionalization of Professional Status • Two analytical strategies of comparative approach to professionalization • Inter-state comparisons: Taken the contextuality and historicity of different nation-states as point of reference, differences and commonalities in the processes of professionalization of particular occupational groups can be then investigated across countries. As a result, Anglo-American model can no longer be taken as the universally applied model of professionalization but as one of the particular models among many. In recent years, studies of the professionalization models of France, German or even Eastern European countries have produced significant insights into the problem.

21. Comparative-Historical Approach to the Institutionalization of Professional Status • Two analytical strategies of comparative approach to professionalization • Inter-occupation comparison: Taken contextuality and historicity confronting different occupations as referent point, differences and commonalities in the processes of professionalization of a particular nation-state can be compare among occupations.

23. Comparative-Historical Approach to the Institutionalization of Professional Status Schoolteachers Schoolteachers Schoolteachers

24. Comparative-Historical Approach to the Institutionalization of Professional Status

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