Disembededness And Connection:Study On Professional Life Practice Of Senior High School Teachers

As the time and space fluctuations occur,such as transformation of time,society and education,people will inevitably encounter discomfort in which they will gradually settle down to seek new knowledge in new directions or their inner parts will work in its own way at first,fracture day by day and finally collapse.The more serious situation becomes,the more functions education will be easily attached to.Educated person are expected to change the times and social situation.At every time of changing,teachers will naturally shoulder the important responsibility and bear the mission from many outer subjects and contents.Are teachers able to shoulder the responsibility?In the face of various impacts from practice,teachers' professional life and practice deserves much attention,because it is not possible to study professional development theory and practice unless real facts involving teachers are respected.From the dual perspective of Embeddedness Theory and Interaction theory,this paper studies three categories of teachers' professional life and practice,namely teachers' cognitive practice,communicative practice and private internal practice.The paper,based on qualitative research,uses comprehensive field research methods of observation,investigation,interview and so on to study high school teachers in School S and the report is written mainly with narrative research method.This paper tries to answer the following questions:What is teachers' performance in different practice areas during their professional life and practice?Why does this performance occur?What is logic rule of their behavior?What kind of problems does their performance have in different practice areas?What is the connection between areas for professional life?What is the affect?What kind of roles do teachers play in practice?What can they do?This paper focuses on teachers' "do","speak" and "think" to explore "what","how" and "why" in the three dimension of teachers' professional life and practice.It results are listed as follows:Firstly,remarkable modern cognitive metaphor of'The Mirror Metaphor"and"The Tree Metaphor" appears in teachers' cognitive world;imitation pattern is the main way of learning and teaching;there is a difference in teachers'knowledge view;the proportion of the college entrance examination determines sequence difference between knowledge and teachers' value.In the perspective of time order,there is a gap between teachers' stored knowledge and knowledge required by practice and needed in the future.In the perspective of content,there is a gap between teachers'indirect knowledge and direct knowledge.Phenomena of absence,fracture and de-embedding exist between teachers' content knowledge,pedagogical knowledge,pedagogical content knowledge and teacher's practical knowledge.There is a hierarchy in teachers' inner knowledge system.Teachers need to keep continuous study in practice,but practical knowledge is accumulated with increasing urgency of practice day by day.Teachers' cognitive practice reflects instrumental rationality as a whole.Their cognition is usually dissociated from situation,and there are little interaction between their direct experience and indirect experience.Secondly,in teachers' communicative practice,network structure is comparatively closed and interpersonal distinction is relatively notable.Teachers'communication is mainly limited to their administrative position and discipline position,i.e.administrative route and teaching route.The former is more vertical,the latter is more horizontal.All of the communication with teachers and students are to meet the requirement of "business" purpose.Their communication shows,to some extent,characteristic of passivity and displays closeness when time and space become relatively immobilized.In the process of communication,"tasks5" will be finished and validated with little professional discussion and cooperation helpful for each other.From the communication culture,it can be seen that interpersonal relationship are swinging between political,social and professional nature,and that personal strength and organization force don't appear.Teachers5 social relation network inside school presents characteristic of closed network and interpersonal interactions remain a matter of expediency.Thirdly,individual teacher is undertaking connotation conferred by fate compass in teachers' private internal practice.In teachers' heart,"teacher is a work of conscience5",which interprets their moral fulfillment and effort to hold the last defense of teaching practice.Meanwhile,teachers' profession degree does not appear obviously in practice.In the face of conflicts and aggrieved affairs,teachers always ask themselves questions concerning ontology origin,such as "what is teacher?"and"how to conduct oneself?" They do not consider themselves as "scholars using rationality publicly" with freedom,but "teachers whose work is teaching".They obey in action and freedom of thought is limited obviously.In the monotonous relation and environment with immobilized time and space,private internal self gradually becomes a "immobilized" self,and separation of formalization from situation makes them a "hollow" self or a "forgotten" self.Fourthly,teachers cognitive practice,communicative practice and private internal practice are described from perspective of conversation with objective world,other people and themselves.The study finds that teachers practice of the three are separated from each other,and there is little blending and promoting ideal state of presumption appeared.Finally,in teachers' professional life practice,individual teacher's anti-embedded force by means of autonomy and motility comes out in part of situations and this force tries to limit dis-embedding of each elements via personal effort.However,this anti-embedded force is relatively weak as a whole,and dis-embedding moves towards road of connection so as to conducts the practice between teacher-Connect,and between task-Tao,which still has a long way to go.In the process of disenchantment and reenchantment,studies on teachers from perspective of political,economical and professional strong words,on the contrary,make "teachers" lose their original "nature".In practice,teachers encounter dilemma and worry from professionalism and individualism,and their development is divided into fragmented puzzles with their struggling in dis-embedding and exhausted situation.This is a huge test for teachers,vocation,profession,education and society.Through discussion on teachers5 cognition,sociality,existence and ethic,this study finds out the dis-embedding phenomenon in teachers' professional life practice.Based on the above findings,it can be concluded that teachers and school should move towards "connection" and holds educational risks brought by dis-embedding duringr_the promoting process of anti-embedded force.The fundamental problem of social network is a matter of connectivity.This study puts forward that studies on teachers should return to connectivity as well as exploration to basic principles of teachers5 development in a time that human society are highly connected.Individual teacher should achieve private internal completeness and practise understanding of life by means of connecting method.They should also think over students and themselves so as to realize original meaning of education and possibility of people surpassing their nature,and thus builds a bridge connecting the individual teacher and social public problems.