| 美国教师教育的三种取向之争 |
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| 引用本文： | 鞠玉翠.美国教师教育的三种取向之争[J].南京社会科学,2010(4). |
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| 作者姓名： | 鞠玉翠 |
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| 作者单位： | 华东师范大学基础教育改革与发展研究所,上海,200062 |
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| 基金项目： | 教育部人文社科基地重大项目“新技术、媒体影响力与第三空间教育”(07JJD880231)的阶段性成果 |
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| 摘 要： | 在美国,根据对教师教育基本问题的不同回答大致可区分出三种取向。解制取向否定教师教育的必要性,主张用学生成绩衡量教师质量、用替代性途径绕过正规教师教育;专业化取向批驳解制取向的简单化理解,致力于探寻教师教育的知识基础,努力建构有力的教师教育来改善教师的地位;社会正义取向则热衷于揭示上述两种立场如何复制甚至加剧社会的不平等,致力于为民主社会培养具有批判精神的教师和学生。
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| 关 键 词： | 解制 专业化 社会正义 教师教育 论争 |
The Controversies among Three Approaches in Teacher Education in America |
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| Ju Yucui.The Controversies among Three Approaches in Teacher Education in America[J].Social Sciences in Nanjing,2010(4). |
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| Authors: | Ju Yucui |
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| Abstract: | Historically,there are three different approaches in American teacher education according to their different responses to essential questions. Deregulation denies the necessary of teacher education,regards students' test achievements as scale of quality of teacher,prefers alternative certification rather than formal teacher education. Professionalization criticizes the former's simplified understanding,commits to inquire the knowledge basic of teacher education,endeavor to construct powerful teacher educati... |
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| Keywords: | deregulation professionalization social justice teacher education controversy |
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