Why the Reform of Teacher Evaluation System Is Blocked?—An Analytical Perspective Based on Multiple Institutional Logics
Since the publication of the Overall Plan for Deepening Educational Evaluation Reform in the New Era,teacher evaluation system reform has presented a blocking phenomenon of deviation between text provisions and actual practices,manifesting as policy emptiness,goal deviation and content distortion.The reform of teacher evaluation system involves multiple parties,including nations,regions,schools and teachers,who follow normative logic,administrative logic,organizational logic and development logic in their respective fields,and they influence the reform of teacher evaluation system in different ways,gradually moving the system from limitation to deviation,then to deformation and alienation.These institutional logics form two relationship models:conflict type and alliance type.The blocking of teacher evaluation system reform is the result of multiple institutional logics and their interaction.To break free from the blocking dilemma of teacher evaluation system reform,we must realize the same direction and mutual construction of multiple institutional logics,uphold the dialectical thinking of institutional logics,and highlight that individuals are the ultimate concern of system purpose.
NETL
NSTL
万方数据
