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- Title
教师的工作负担、角色异化与减负治理.
- Authors
董 辉; 刘 许; 张海蓉
- Abstract
The work burden of teachers is both a global concern for education reform and a pressing issue in the high-quality development of basic education in China. In addition to subjective and objective level descriptions and international comparative analysis, it is also necessary to examine the generation of teachers’ work burden in terms of the role of teachers and the institutional environment in which it is embedded. Based on the analysis of 35 texts on teacher load-reduction policies in China, the high correlation between administrative pressures and tasks and teachers’ overload is further confirmed, and therefore teachers are increasingly taking up roles as stressful “semi-social workers” and “frontline administrative workers”. The implementation of current policies on reducing teachers’ burden still faces huge challenges like relative disadvantage of teachers’ professional status in schools, the pressure of administrative tasks and the high rate of teachers’ stress, and the social transformation and educational changes that continue to exert additional pressure on teachers’ work. In order to release teachers from the hard situation, it is necessary to establish a dynamic monitoring system and form a long-term burden reduction mechanism; to support the “re-professionalization” of teachers’ roles and reshape their teaching duties; and to provide effective safeguards and incentives to optimize collaborative initiatives.
- Publication
Teacher Education Research, 2022, Vol 34, Issue 5, p64
- ISSN
1672-5905
- Publication type
Article