On Contemporary Transition Of Teacher Authority

As a conception of times, teacher authority is continually endowed with new meanings. Besides, as a conception of subject, it appears different with the perspectives of subject change. It is simplified to define teacher authority as the power of teacher to conform students. From a dynamic view, teacher authority will be transformed from absolute authority to shared authority.This paper is made up of five parts:The first part explicates the cause of this study. Based on the hackling of researches before, the paper raises two questions it tries to resolve: (1) what are the meanings of authority and teacher authority in the course of education? What particularity there exists? (2) What transformations will this authority experience in contemporary context? What is the foundation and ways of the transformations?The second part explains the transformation in the course of education. The purpose is to make two core conceptions of this paper and the transformation of teacher authority clear. The two conceptions are educational situation and teacher authority; the transformation is from absolute authority to shared authority. Different from other situations in the society, educational situation refers to the situation educational activities occur. In this paper, education means: (1) social activities which foster people; its purpose is to make sure the direction people develop is "good "; (2) education is not only a course of culture transformation, but also a process of person and culture renewal. It is also a process of "reverse feed" in the context of postfigurative culture. Accordingly, teacher authority can be understood as: teacher influences student in educational way, and its purpose is to make student develop in aspects of moral, mental, physics, et al. It exhibited as control and submission, or communication and negotiation. The latter shows the shared character of teacher authority. It excludes the negative influence on students (abetment et al.) and the influence exerted in violence (punishment et al.). Educational value is the source and rule for teacher authority, and to some extent, teacher authority requires teacher serves student, in essence it is a descriptive word on morality and justice. Therefore, the transformation of teacher authority from absolute authority to shared authority is needed on contemporary era.The third part describes the bases of teacher authority transformation, including theoretical base and practical base. Constructivism, interaction theory and dialogue theory have a deep influence on contemporary educational theory and practice, and it is also very important for the transformation of teacher authority. Besides, teacher authority will be definitely influenced by contemporary factors including information era, post-culture et al; the idea advocated by the New Curriculum Reform performed in China is certain to influence the transformation.The fourth part tries to clarify seven ways for teacher authority transformation. It includes the transformation of teacher's thinking from static to dynamic; the transformation of teacher's role: not only a supporter, promoter, participator, but also a governor, initiator, dominator; the transformation of teaching methods: cooperate learning, research learning, problem learning and creative learning is more useful for the exertion of shared authority; the development of teaching wisdom: the wisdom in the teaching course not only shows his teaching art but also shows his broad breast and respect for the weaker ones, this is especially useful for the transformation of teacher authority; the enforcement of teacher's responsibility: obey educational responsibility, love students, be patient to the teaching; the cultivation for the initiative of students: including cultivating the students' encourage, protecting students' challenge spirit and inviting students to criticize the teaching; develop system authority properly: the existence of system authority is necessary, and we must use it for the right purpose and pay attention to the communication and negotiation with students.The fifth part advocates focusing on the uncertainty. Educational theorists and practitioner must adapt to the existence of this uncertainty and make greater contribution in this ever-changing education practices. Shared authority, in Dewey's perspectives, is rather to be an ever-changing method instead of a fixed authority.