From Instrumental Rationality to Communicative Rationality:the Changing of Teacher Professional Development Studies Paradigm
WANG Xiao-Ming, LV Zhi-Min
(1.College of Education, Shanghai Normal University, Shanghai, 200234;2.Technical Vocational International College, Shanghai Second Polytechnic University, Shanghai, 201209;3. Development and Planning Office, Shanghai Film Art Academy, Shanghai, 201203)
Abstract：The paradigm of teacher professional development studies is not only a science but also has the unique social sciences and humanities practicality. This paper is based on Kuhn's paradigm theory framework, reviewes the disadvantages of traditional instrumental rationality paradigm of teacher professional development studies from the early 20th century to the late 1980s,early 1990s analyzes the advantages of communicative rationality paradigm of teacher professional development studies from 1990s, presentes the current active exploration of teacher professional development studies paradigm in China, aiming at presenting the clear context of paradigm on teacher professional development studies both domestic and abroad since 20th century.
王小明, 吕智敏. 从工具理性到交往理性：教师专业发展研究范式转变之维[J]. 基础教育, 2015, 12(1): 21-29.
WANG Xiao-Ming, LV Zhi-Min . From Instrumental Rationality to Communicative Rationality:the Changing of Teacher Professional Development Studies Paradigm. JSS, 2015, 12(1): 21-29.
2015, Vol. 12 
