Multiple Types and Superimposed Change of Modern Teachers'Social Roles:A Qualitative Analysis of UNESCO Reports and Chinese Education Policies
Based on the role typology of intellectuals and role-set theory,this study analyzes the texts of four global education reports issued by UNESCO since 1972,as well as the Chinese educational policy texts in the same period,to explore the gradual changes of the ideal types of modern teachers'social roles.Further,this study aims to explore the similarities and differences of the teachers'social roles between Chinese policy documents and international initiatives.The study finds that the social role of modern teachers is shaped by the pressure mechanism within the social situation into"occupational person","professional person",and"public person".And in the construction of the relationship mechanism of the interactive situation,the types of teachers'social roles are generated,which respectively refer to"student cultivator","team collaborator",and"community co-builder".Among all the social roles,becoming a researcher and a public intellectual is the most important development in the change of modern teachers'social roles.In addition,China's indigenous policy discourse pays full attention to the structural power of teachers'group,emphasizes the moral attributes of the social role of the teacher,and considers their participation in public affairs by incorporating the role of teachers into the overall educational administration system.
teacherteacher's social roleUNESCO education reportpolicy analysis
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