The Research On Christopher Day’s A Passion For Teaching Thoughts

Christopher Day is the first scholar who systematically explores a passion for teaching in the field of foreign research on teachers’ emotion.Based on his academic experience in the field of teachers’ professional development,Day reflects on the current situation that school education is at a disadvantage under the overlapping influence of the decline of social capital and the negative changes of social order in post-industrial society,and the realistic care of the national unified curriculum,national unified examination and national teacher evaluation system on teachers’ professional development,and comprehensively draws on the theoretical basis of caring theory,emotional intelligence theory and symbolic interaction theory.Focusing on the ontological value of a passion for teaching,and with the aim of improving teaching quality,Day constructs the thoughts of a passion for teaching,published A Passion for Teaching and other important monographs,which establishes the academic status of the research of a passion for teaching and broadens the content of foreign research on teachers’ emotion.Taking Day’s a passion for teaching thoughts as the research object,systematically combing the formation background,theoretical origin and viewpoints of Day’s a passion for teaching thoughts,and combining with the current situation of teachers’ emotion theory and practice in China,it can provide reference for deepening the research of teachers’ passion for teaching,cultivating and maintaining teachers’ passion for teaching in educational practice,and promoting the high-quality development of teaching and the construction of teachers’ team.A passion for teaching thoughts points out that establishing teachers’ teaching beliefs,strengthening teachers’ teaching motivation and increasing teachers’ teaching input are the noumenon values of a passion for teaching,which ultimately lies in the improvement of teaching quality.Referring to the caring theory,the emotional intelligence theory and the symbolic interaction theory,Day clarifies the structural framework and generating mechanism of a passion for teaching.Starting from the three dimensions of morality,psychology and sociality,Day sums up the structural framework of a passion for teaching,which takes care,commitment and identity as key elements,and all elements interact and connect.Based on the emotional intelligence theory and the symbolic interaction theory,Day constructs a mechanism of generating a passion for teaching,which is formed by coupling two subsystems: individual motivation and social interaction,and from two aspects: teachers’ individual life world and social and cultural system.As far as the individual motivation mechanism is concerned,teachers’ self-cognition,continuing learning and reflective practice directly affect the elements of a passion for teaching and jointly promote the generation of a passion for teaching.As far as the social interaction mechanism is concerned,the professional development environment meets the needs of the generation of a passion for teaching,the teacher’s cooperative culture promotes the relationship and interaction of a passion for teaching,the transformational leadership enhances the acquisition of the meaning of a passion for teaching.On the analytical framework,Day’s a passion for teaching thoughts reveals the characteristics of space-time interaction of a passion for teaching.On the analysis content,it emphasizes the subjective consciousness of a passion for teaching,and in the analysis perspective,it reflects the emotional care for teachers.Looking at the history and social practice background of the research on teachers’ emotion,Day’s a passion for teaching thoughts has made three major contributions: establishing the academic status of the research on a passion for teaching,clarifying the dynamic nature of a passion for teaching,and revealing the mechanism of emotional socialization in multiple dimensions.Critical reflection and reference to the ontological,epistemological and methodological characteristics of Day’s a passion for teaching thoughts can enrich the understanding of the connotation and extension of a passion for teaching in Chinese educational field,and explore the theoretical growth point and practical foothold of local research on a passion for teaching.Under the background of the present situation of Chinese research on a passion for teaching,we should integrate multi-disciplinary perspectives to deepen the analysis of the connotation of a passion for teaching,strengthen the value exploration of a passion for teaching to promote teachers’ professional development,grasp the awakening process of a passion for teaching based on the standpoint of life philosophy,and focus on the teaching practice situation to explore the generation constraints of a passion for teaching,so as to construct a research system of a passion for teaching with Chinese characteristics and rooted in teachers’ life world.To resort to teachers’ emotional practice in China,it is necessary to guide the realization mechanism of teachers’ passion for teaching with system construction as the starting point,to ensure the state presentation of teachers’ passion for teaching with the support of cooperative ecology,and to support the development base of teachers’ passion for teaching with basic literacy,so that to realize the generation,awakening and function display of teachers’ passion for teaching in the teaching field.