国外教师教育者专业化研究的时代演进、主要分歧与经验启鉴-《集美大学学报（教育科学版）》

文章信息/Info

Title:: Evolution,Debates and Implications of Teacher Educators’ Professionalization Abroad

Author(s):: QIU Guanjun; (Faculty of Education,Henan Normal University,Xinxiang 453007,China)

Keywords:: teacher educator; teacher educators’ professionalization; professional standard

摘要:: 教师教育者专业化是当前国外教师教育专业化的重要组成部分。学界自1950年开始系统关注教师教育者的质量问题，相继经历了萌芽期、发展期，进入21世纪迅速发展到以专业标准化浪潮中教师教育者专业化实践探究为核心议题的高潮期。这场运动拓展了教师教育者专业性的公共讨论，但也存在着影响深入的如下分歧：教师教育者的身份定位争议、教师教育者专业标准主体性争议、“标准化”推进“专业化”的路径争议等。相关研究经验对我国的启鉴在于：超越争议，推动教师教育者反思性实践探究；发展教学学术，整合教师教育者科研与教学素养；聚焦教师教育协同创新，加强跨界教师教育者共同体研究。

Abstract:: The teacher educators’ professionalization is an important part of current professionalization of teacher education abroad.Systematic scholarly attention to the quality of teacher educators began in the 1950s.Since then,the field has evolved through an incipient stage,a developmental stage,and,in the 21st century,a climactic stage characterized by the formulation and utilization of professional standards.Although this movement has broadened the public discussions of such a profession,there are still following disputes that restrict the popularization of teacher educators’ professionalization:the identification of teacher educators,the subjectivity of teacher educators’ professional standards,and the pathway to teacher educators’ professionalization.The experiences from these studies offer valuable insights for China:transcending these debates to promote reflective inquiry among teacher educators;fostering the scholarship of teaching and learning to integrate research with teaching competence;facilitating collaborative innovation in teacher education by strengthening research on cross-boundary communities of teacher educators.