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

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-…)

Quest for professionalism of Schoolteachers in HKSAR

Teacher Act in Taiwan

教師法 (民國 95 年 05 月 24 日 修正)

第 一 章 總則

第 1 條 為明定教師權利義務，保障教師工作與生活，以提昇教師專業地位，特制定本法。

第 2 條 教師資格檢定與審定、聘任、權利義務、待遇、進修與研究、退休、撫卹、離職、資遣、保險、教師組織、申訴及訴訟等悉依本法之規定。

第 3 條 本法於公立及已立案之私立學校編制內，按月支給待遇，並依法取得教師資格之專任教師適用之。

第 八 章 教師組織

第 26 條 教師組織分為三級：在學校為學校教師會；在直轄市及縣

(市) 為地方教師會；在中央為全國教師會。

學校班級數少於二十班時，得跨區 (鄉、鎮) 合併成立學校教師會。

各級教師組織之設立，應依人民團體法規定向該管主管機關申請報備、立案。

地方教師會須有行政區內半數以上學校教師會加入，始得設立。全國教師會須有半數以上之地方教師會加入，始得成立。

第 27 條 各級教師組織之基本任務如下：

一、維護教師專業尊嚴與專業自主權。

二、與各級機關協議教師聘約及聘約準則。

三、研究並協助解決各項教育問題。

四、監督離職給付儲金機構之管理、營運、給付等事宜。

五、派出代表參與教師聘任、申訴及其他與教師有關之法定組織。

六、制定教師自律公約。

第 28 條 學校不得以不參加教師組織或不擔任教師組織職務為教師聘任條件。

學校不得因教師擔任教師組織職務或參與活動，拒絕聘用或解聘及為其他不利之待遇。

Teacher Act 1993 in Mainland China

(中华人民共和国主席令第１５号)

(1993年 10月 31日第八届全国人民代表大会 常务委员会第四次会议通过)

第一章 总 则

第一条 为了保障教师的合法权益，建设具有良好思想品德修养和业务素质的教师队伍，促进社会主义教育事业的发展，制定本法。

第二条 本法适用于在各级各类学校和其他教育机构中专门从事教育教学工作的教师。

第三条 教师是履行教育教学职责的专业人员，承担教书育人，培养社会主义事业建设者和接班人、提高民族素质的使命。教师应当忠诚于人民的教育事业。

第四条 各级人民政府应当采取措施，加强教师的思想政治教育和业务培训，改善教师的工作条件和生活条件，保障教师的合法权益，提高教师的社会地位。 全社会都应当尊重教师。

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

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

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

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

A reciprocal typifcation of habitualized actions by types of actors

Externalization

Primary socialization

Objectivation Role

Secondary socialization

Identity Identification

Role performance

Legitimation

Internalization

Berger & Luckmann's two levels of reality

Subjective reality

Objective reality

Cognitive explanation

Normativejustification

A reciprocal typifcation of habitualized actions by types of actors

Externalization

Primary socialization

Objectivation Role

Secondary socialization

Identity Identification

Role performance

Legitimation

Internalization

Berger & Luckmann's two levels of reality

Subjective reality

Objective reality

Act of teaching

Duty of teaching

Institution of teachingThe role

of teacher

Socialization & education of teaching

The identity of teacher

The professional status of teacher

Cognitive explanation

Normativejustification

Knowledge & culture

of teaching

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.

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.

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

Teachers' Professionalization in the

Perspective of New Institutionalism

Re-conceptualization of professionalization

Profession University Clientele

The State

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.

State University Client Profession

England Laissez-faire state

Reformational bourgeoisies state

Evolution of medieval monastery to liberal-art university

Market-demand driven clientele

Self-employed and free professions

Germany Later-comer, decentralized and bureaucratic state

Modernization of liberal-art university to research university

Project of nation- building & state- formation as major clientele

State-examined and licensed professions

France Revolutionary bourgeoisies state

Centralized authoritarian state

Suppressing church- dominant university system & replacing with universities of the republic

Republic as the dominant clientele

State employees

Unionized professions

State University Client Profession

England

Germany

France

HKSAR

PRC

Taiwan

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.

Private Sphere:

Free Profession

Market System:

Capital Profession

Public Sphere:

Academic Profession

State System:

State Profession

Comparative-Historical Approach to the Institutionalization of Professional Status

Anglo-American laissez-faire system

German state-centered system

French centralized state-dominated system

Free profession

Academic profession

State profession

Capital profeession

SchoolteachersSchoolteachers Schoolteachers

HKSAR Taiwan PRC

England Schoolteachers

Germany Schoolteachers

France Schoolteachers

Comparative-Historical Approach to the Institutionalization of Professional Status

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陝西師範大學教師專業地位与身份認同 : 比較—歷史的視域