摘要
教师职务晋升政策起源于提高教师群体的专业声誉和社会地位,后来演变为以职务名称制度鉴别教师,再后演变为以职务评聘制度界定教学岗位。随着此项政策与教师聘用制度、教师福利待遇的融合,政策异化现象明显。教师从关注专业发展异化为重视职务晋升,高级别职务限额让教师专业发展受挫,职务等级升迁的不可持续性使教师过早放弃专业发展,在不同学校和不同学科上的指标配置让教育发展失衡。为此,真正实现评聘分离,调整并延长职务等级,用不同能力类别而非能力大小来设置职务等级成为此项政策变革的方向。
The teacher duty-promotion policy originated in enhancing teachers＇ professional reputation and social positions. Since that, it has become a system to discriminate teachers depending on their ranks, and at last an official assessment and engagement system to define teachers＇ working posts. As this policy amalgamates with teachers＇ engagement and welfare, the phenomenon of its discrimination becomes more obvious. Teachers di- vert their attentions from their professional developments to duty-promotion. The limited number of high-rank teachers makes teachers frustrated. The too short-term hierarchical post system prevents teachers ~ further professional development. The quotas in different schools and subjects make education lose balance. The re- form orientation of the policy lies in arranging duty ranks in accordance with different kinds of abilities instead of degrees of abilities.
出处
《教师教育研究》
CSSCI
北大核心
2012年第2期1-5,共5页
Teacher Education Research
关键词
教师职务名称
教师职务评聘
评聘分离
政策异化
title of teacher post
assessment and engagement o{ teacher post
separation of assessment and en-gagement
policy alienation
