教师教育研究话语变迁中的教师隐喻
Teacher Metaphor in the Alteration of Teacher Education Study Discourse

随着教师教育研究话语的变迁，教师的形象隐喻由“教 师是技术熟练者、反思性实践家”发展到教师作为“个人”，对 教师的成长研究从“局限于知识论视角的二元的、向外的探 究”发展到“方法论与价值观相统一的、向内的生活体验”。教 师发展由此发生了追问“我是谁?”的本体论转向。这与中国传 统儒学和西方现象学视角不谋而合，都是从内部开始，直接指 向个人的体验、生活、履历，进而实现教师主体性的建构和自 我创造性的转化。
Along with the alteration of teacher education study discourse, the teacher image becomes to a “person” instead of “the skilled person” or“reflective practitioner”metaphorically. The dualistic and outward study perspective which is limited to epistemology has changed to the life experience research which focuses on the unity of methodology and values. Therefore, the teacher education research turns to the ontological explanation of “what is a teacher”. This coincides with traditional Chinese Confucianism and western phenomenological perspective. They both start from the inside, and point directly to the individual experience, life and resume, which realize the construction of teachers' subjectivity and self creative transformation in the end.