加拿大教育学硕士assignment：教育专业阅读分析

要求：When you read the two articles, consider the following questions:阅读这两篇文章时，请考虑以下问题： 在这两篇文章中，理论和理论是如何理解的？ How is theory and theorising understood in these two articles? 这两篇文章中使用或引用了什么理论？ What theories are used or referred to in these two articles?

这两篇文章都与社会理论有关，都是从社会理论的角度来讨论和分析不同的教育现象、问题、研究和制度。 These two articles are related to the theory of social theory, they are from the perspectives of social theory to discuss and analyze different educational phenomena, problems, researches and systems. Hilferty（2008）在文章中指出，教师职业化已成为教育领域的一个研究热点。然而，笔者认为，职业化是组织制定的集体层面，而不是个体实践的多种多样形式。作者将职业精神视为一种社会参与的过程，通过这种过程，教师试图控制自己的工作。笔者从集体层面构建了由三个维度构成的教师职业化分析框架。这三个维度包括结构、代理和文化，这三个维度允许对行为进行多重和纠结的解释，从而证明职业认同、实践和组织行为的复杂性。 Hilferty (2008) pointed out in the article that teacher professionalism has become a research hotspot in the field of education. However, the author believed that professionalism is at the collective level of organization enactment, rather than the multiple and varying forms of individual practice. The author treated professionalism as a process of social engagement through which teachers attempt to control their worklives. The author was from the perspective of the collective level to build a teacher professionalism analysis framework consisted of three dimensions. The three dimensions include structure, agency and culture, these three dimensions allow multiple and entangled explanations of behavior that justify the complexity of professional identity, practice and organizational action. Hilferty（2008）主要从社会理论的角度阐述了教育学研究的设计、实施和分析过程。作者评论说，研究人员要想在其个人理解之外产生影响，需要将证据与更为公开的话语中的理论进行比较和对比，同时需要同时关注研究人员自己的推理过程以及推理和修辞敏感性。她或他的潜在听众。多个论点有待形成和检验，教育研究的文体和修辞惯例有待获得。Hilferty (2008) was mainly from the perspective of social theory to elaborate the design, implementation and analysis process of pedagogy research. The author commented, a researcher's efforts to have an impact beyond her or his personal understanding requires the comparison and contrast of evidence with theory within discourses that are far more public, and that demand simultaneous attention both to the researcher's own reasoning processes and to the reasoning and rhetorical sensibilities of her or his prospective audience. Multiple arguments remain to be formed and tested, and the stylistic and rhetorical conventions of educational research remain to be acquired.    References Dressman, M. (2008). Using social theory in educational research. Routledge 2 Park Square. Hilferty, F (2008). Theorising teacher professionalism as an enacted discourse of power, British Journal of Sociology of Education, 29(2), 161-173.