論教師專業意識、社會控制與保守文化

Critique on Teacher Professional Ideology, Social Control and Conservative Culture

姜添輝(Tien-Hui Chiang)

《教育與社會研究》 1期 (2000/12) Pp. 1-24

https://doi.org/10.6429/FES.200012.0001

摘要

教師扮演教育工作第一線的執行者，因而突顯教師專業概念的重要性。然而，專業一詞在社會學界且引發不斷的爭議，結構功能主義的特質論將專業定位於功能的位階，並使教師朝其所定義的專業標準邁進。而馬克思主義學者卻以衝突與宰制的角度來詮釋專業概念所包含的社會性意涵，專業頭銜下隱藏捍衛自我利益的特性，並且專業意識型態開啟社會控制的工具。本文主張專業除包容前述的不同意涵外，亦應顧及個別職業的獨特性，教學工作內涵的複雜性大幅提昇教師在工作上所需運行的心智思考活動，再者教學工作需求的知識與技巧的價值性並不亞於自然科學，因此教師專業研究應轉向教學工作事務的內涵意義。此種內涵意義應探討教師專業意識所開啓的保守教師文化，此－層面的研究將使教師更能達到專業的實質意義。

關鍵字

專業特質論 ； 專業意識 ； 社會控制 ； 教師保守文化

並列摘要

Teachers play a determining role, in terms of implementing educational objectives. Such a phenomenon points to the important place of teacher professional. Nevertheless, this issue has been a controversy debate in the field of sociology. Structural-functionalists contend that the professional defined as this highest rank of social stratification produces irreplaceable social functions. They further argued that some visible traits driven from traditional professionals, such as lawyer, doctor and engineer serve as the criteria for teachers leading to the status of profession. Currently, teachers also follow such argument in order to achieve professional status. However, such a professional theory doesn't actually satisfy Marxists who tend to employ some opposite concepts, such as conflict and domination, to interpret some social meanings under the title of professional. According to their points of view, the term, professional, has been used as a vital means to defend and even increase self-interests. The other possible aspect is that the employer operates professional as a critical weapon to accomplish the intention of social control. The central argument of this essay is to address a concept that the study of professional should fuse different perspectives, including the above different arguments. Besides, the unique characteristics and natures of individual works should be taken into account. The complicated nature of teaching is able to considerably enlarge the space of thinking for teachers. Furthermore, the value of knowledge and skills required in teaching should not be undervalued by scientific criteria and enjoys its own important position. Therefore, the study of teacher professional should turn into exploring the inside meanings of teaching practices rather than surface traits. Following this central argument, attention should focus on an important issue that how the title of professional creates teacher conservative culture.

並列關鍵字

trait-based perspective ； professional ideology ； social control ； teacher conservative culture