Bo Mengmeng, Onwubuya Gift Chinemerem
Department of Teacher Education, Faculty of Education, Shanghai Normal University, Shanghai, China.
Front Psychol. 2022 Jul 28;13:916925. doi: 10.3389/fpsyg.2022.916925. eCollection 2022.
Researchers have consistently identified the disparity between teachers' practical and legal knowledge regarding teachers' right to discipline students. However, few studies have investigated teachers' construction processes that form construction outcomes, which would help navigate the role of legislation in school discipline. This study contributes to a holistic picture of the neglected disciplinary rights that teachers construct in teaching practice and their underexplored attitude toward the law, using an interview-based constructionist method on twelve teachers of Lvliang city in a Chinese K-12 context. The findings suggest that the participants prefer to acquire discipline knowledge by interacting with multiple power relations in their local environment and that their knowledge is historically and culturally specific. Although the disciplinary right they construct is never static, balanced, or essentialised, the participants' constructions are commonly not in line with legal provisions or the aims of the law. Furthermore, school discipline legislation plays a silent role in empowering teachers to discipline students, but it is more visible in holding back teachers' use of corporal punishment. These findings illustrate the complexity of implementing school disciplinary law as a universal national policy.
研究人员一直发现教师在学生纪律处分权方面的实践知识与法律知识之间存在差距。然而，很少有研究调查形成建构结果的教师建构过程，而这有助于厘清立法在学校纪律处分中的作用。本研究采用基于访谈的建构主义方法，对中国吕梁市12名中小学教师进行研究，以全面了解教师在教学实践中建构的被忽视的纪律处分权，以及他们对法律的未被充分探讨的态度。研究结果表明，参与者倾向于通过在当地环境中与多种权力关系互动来获取纪律处分知识，并且他们的知识具有历史和文化特殊性。尽管他们建构的纪律处分权并非一成不变、平衡或本质化的，但参与者的建构通常不符合法律规定或法律目标。此外，学校纪律处分立法在赋予教师处分学生权力方面发挥着隐性作用，但在抑制教师使用体罚方面则更为明显。这些发现说明了将学校纪律处分法作为一项普遍的国家政策实施的复杂性。
