A Research On Teachers' Consciousness

A teacher exists not only as "a teacher", but also as "a person". The key to making a teacher become a teacher is that a teacher exists as a whole person in the world firstly. It has been seen a teacher as a one-dimension person in the research on teacher development in the past. Professional sociology oriented to teacher development research focused on "professional person's" development of teachers. Education oriented to teacher development research focused on "practice person's" development of teachers. Those researches all separate a teacher's being from a whole person and need to be transcended. Teachers' consciousness is a premise of a teacher's being as a whole person. That is, teachers' consciousness is the root of a teacher as a whole person being in the world. Therefore, it seems to be very important and necessary to do research on teachers' consciousness by connecting teaching practice and teachers' lifeworld under the value of teacher as a whole person in order to facilitate whole development of a teacher.Hereby, based on the examination of researches on teachers' consciousness in the past, this dissertation mainly does research on "what should be teachers' consciousness", "what is teachers' consciousness in fact", and "how to develop teachers' consciousness from 'what is' to 'what should be'". Such methods as philosophizing method, hermeneutic phenomenological method, action research and literature research are applied to do research in order to construct a whole framework of teachers' consciousness from theory to practice. The key points of this research are as follow:Firstly, the ontology of teachers' consciousness is relationship consciousness. According to ontology of relationship in the Philosophy of Relationship and perception consciousness in the Phenomenology of Perception, based on and also transcending past research on ontology of teachers' consciousness, relationship consciousness is put forth and constructed. Relationship consciousness is whole perception of teacher and students seeking to pursue co-liberation and natural fusion, and is a kind of I-Thou relationship in nature. Relationship consciousness present different realms and is the source of developing teacher knowledge and competence. Secondly, teachers' consciousness appears as oppressive consciousness and separate consciousness in fact and both of them are monad consciousness. There is I-It relation in nature. Oppressive consciousness is the intentionality of oppression and a product of will of power in order to control and kill a person's life. Separate consciousness is the intentionality of separation and a product of regime or individual's emotion in order to shackle a person's heart. Thirdly, teachers' consciousness is developedthrough intentional activity. Practice and liberation--oriented methodology and therelational methods can facilitate the development of teachers' consciousness. It is found by cooperative action research that "I-Me" relationship is the basis of all relationships and teachers' consciousness of teachers on different level can be developed. It can also produce different teacher knowledge and competence by developing teachers' consciousness. It is a complex process of developing teachers' consciousness, and the key to developing teachers' consciousness is practice and liberation-oriented methodology and the reconstruction of relationship. A new vision of reconstruction of teacher's literacy, reformation of teacher's evaluation and transformation of school culture is put forth in the research on teachers' consciousness.