政策中隐喻教师的构建:为顺从的受害者提供强有力的开端

Trevor McCandless, Julianne Moss, Brandi Fox, Harsha Chandir
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摘要

长期以来,对教师隐喻的分析一直是早期职业教师身份发展研究的一个特点,然而,对教育政策中用来构建理想教师的隐喻的研究仍然不足。这些政策文件明确地试图框定有效教师的含义。因此,对这些文件中描述教师的隐喻进行分析,应有助于了解政策制定者如何看待 教师,特别是职业生涯初期的教师,尤其是这些隐喻与职业生涯初期的教师自身所持有的隐 喻有何不同。本研究发现,澳大利亚政府最近的一份政策文件《强健的开端》(Strong Beginnings)明确提出,要使初始教师教育课程更有效地培养有可能留在教师队伍中的教师。这些隐喻类别很少与初入职场的教师用来描述自己或其职业的隐喻重叠。顺从型教师的隐喻大多是间接构建的,首先要使初始教师教育课程符合核心内容的教学要求。通过这种方式,政策认为自己最有资格对初始教师教育课程进行改革,以确保其培养出有效的教师,而这种有效性将是使教师长期留在教师队伍中的决定性因素。本文认为,政策与早期职业教师之间的隐喻不匹配很可能会破坏这一假设。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The construction of the metaphorical teacher in policy: Strong Beginnings for compliant victims

An analysis of teacher metaphors has long been a feature of research into the development of early career teacher identity, however, the metaphors used to construct the ideal teacher in educational policy remains under-researched. These policy documents explicitly seek to frame what it means to be an effective teacher. As such, an analysis of the metaphors used in these documents to describe teachers ought to provide insights into how policy makers perceive teachers, particularly early career teachers, not least in how these metaphors differ from those held by early career teachers themselves. This research finds that a recent Australian government policy document Strong Beginnings, with the explicit aim to make initial teacher education courses more effective in producing teachers likely to stay in the profession, provides teacher metaphors that fall within three overarching categories: saviour, victim and compliant teachers. These categories of metaphor rarely overlap with those early career teachers use to describe either themselves or their profession. The teacher as compliant metaphor is mostly constructed indirectly by first making initial teacher education courses compliant in teaching core content. In this way policy proposes it is best placed to mandate changes to initial teacher education courses to ensure they produce effective teachers, and this effectiveness will be the deciding feature in keeping them in the profession long-term. This paper argues the mismatch of metaphors between those held by policy and early career teachers is likely to undermine this assumption.

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