POLITICAL, CONTEXTUAL AND KNOWLEDGE DIMENSIONS OF TEACHER EDUCATION: A PERSPECTIVE IN THE LIGHT OF BAKHTINIAN THOUGHT

ABSTRACT: Based on Bakhtinian thought, we developed dimensions of a perspective of counter-hegemonic training of Science teachers. This training perspective, which we call “dialogical-responsible teacher education,” consists of seven dimensions - practical, ethics, aesthetics, investigative, political, contextual, and knowledge. The last three will be developed in this paper. The development of these dimensions was built up from the collating of Bakhtinian Circle texts with texts from the literature on teacher education, tensions, and contrasts, showing insufficiencies and proposing advances concerning the hegemonic training model guided by technical rationality. In this process, formative dimensions emerged that distanced from a prescriptive profile, are constituted as principles that allow rethinking, transforming, giving directions, and structuring formations that break with the hegemonic perspective. We argue that our dimensions make it possible to resignify teacher education regarding the broad understanding of reality, criticality, teaching autonomy, organicity of training processes, and dialogicity in constructing knowledge.摘要：基于巴赫金思想（Bakhtinian thought），我们构建了科学教师反霸权培训视角的维度体系。该培训视角被命名为“对话式负责任教师教育”，包含七大维度：实践维度、伦理维度、审美维度、探究维度、政治维度、情境维度与知识维度。本文将对其中最后三个维度展开阐述。本维度体系的构建，源于对巴赫金学派（Bakhtinian Circle）文本与教师教育领域文献、张力研究文献及对比研究文献的梳理比对，通过剖析其间的张力与差异，揭示了以技术理性（technical rationality）为导向的霸权式培训模式的不足，并提出了相应的改进路径。在此过程中，一系列脱离规范性框架的形成性维度应运而生，它们作为可用于反思、变革、指引并构建突破霸权视角的培训体系的原则而存在。我们认为，本维度体系能够在对现实的全面认知、批判性思维、教学自主性、培训过程的有机性以及知识建构中的对话性等层面，为教师教育赋予新的内涵。