本文首先探討教師專業主義的意涵,包含古典教師專業主義與新教師專業主義兩個部分,同時指出近年來許多國家所強調的新專業主義即為J. Codd兩個教學概念中的「技術化約式」專業主義。其次,以社會學批判視角進一步檢視「新教師專業主義」所蘊含的問題有三:第一,過度強調外在責任,將降低教師對教育的熱忱、真誠;第二,「專業」受到政治力量的控制與操弄,將走向「無產階級化」及「去技能化」;第三,揭示「新專業主義」中工具理性的扭曲以及當中權力的運作。最後,則是透過探討人類能動性、回歸亞里斯多德之實踐理性,並參考Phelps提出之3R,以期更貼近「教師專業」的理想圖像。
The main purpose of this article is to attempt to examine the meaning of ”new teacher professionalism” and to restore the original sense of ”teachers' professionalism.” Discussing the meaning of both ”classical” teacher professionalism and ”new” teacher professionalism, the author shows that the ”new teacher professionalism” now emphasized by many countries is actually the same as J. Codd's ”professional-reductionism.” Then she critically analyzes the problems of new teacher professionalism, and concludes that (1) while a country emphasizes accountability, teachers' passion for education may actually be decreasing; (2) if all aspects of the curriculum are controlled by a given country, teachers may themselves be becoming a ”proletariat” class; (3) the instrumental rationale has a distorted meaning and the power structure is embodied in so-called ”teacher professionalism”. Finally, referring to the concepts of human agency, Aristotle's practical reason and Phelps' 3Rs, the author provides some guidelines for a real definition of teacher professionalism.