ABSTRACT

There has been a dramatic shift in how teachers are understood in teacher cognition and educational research (from trained technicians to rational decision-makers). Likewise, there has been a change in how the teaching paradigm is understood (from the banking model to the constructivist model). This article uses the bounded rationality concept and draws on teachers’ beliefs and contextual factors to explore minority language education policy in a Global South setting. It shows that preexisting biases and institutional constraints limit teachers’ capacity to self-reflect and make optimal rational decisions that may be in students’ best interests and responsive to their needs.

摘要

在教师认知和教育研究中，人们对教师的理解方式发生了巨大转变（从训练有素的技术人员转变为理性的决策者）。同样，对教学范式的理解方式也发生了变化（从银行模式到建构主义模式）。本文使用有限理性概念并借鉴教师的信念和情境因素，探讨全球南方背景下的少数民族语言教育政策。它表明，先前存在的偏见和制度限制限制了教师自我反省和做出可能符合学生最大利益并响应他们需求的最佳理性决定的能力。