摘要
在“教师教育学科专业建设”议题的探讨中,有必要透过知识社会学视角,溯源并进一步明晰相关核心概念的意涵。在“专业”一词的“学业门类”意涵上,本专科及研究生教育中旨在培养中小学、幼儿园教师的相应“专业”统称为“师范(类)专业”为宜,为“师范(类)专业”提供知识基础的众多学科可称之为“教师教育学科群”。研究生教育中的“教师教育(学)学科专业”则旨在培养教师教育工作者或教师发展指导者,“教师教育学”即是直接服务于培养专业的教师教育理论和实践工作者的一门正在创建和成长中的独立学科。
In the exploitation of"the construction of teacher education as discipline and major",it is of necessity to date back to and clarify further the connotation of relevant core concepts from the perspective of knowledge sociology.In terms of academic connotation of"major",correspondent majors in higher education which dedicate to cultivating teachers for kindergartens,primary and middle schools are collectively known as"teacher education program".And various subjects which provide knowledge basis for teacher preparation are regarded as"Discipline groups for teacher education".Major of teacher education in postgraduate education devotes to cultivating teacher educators and teacher development guiders.Pedagogy of teacher education as an independent discipline which is still under construction,directly serves educators who teach theory and practice of teacher education.
作者
杨跃
YANG Yue(School of Education Science,Nanjing Normal University,Nanjing 210097,Jiangsu)
出处
《当代教师教育》
2020年第4期17-23,共7页
Contemporary Teacher Education
关键词
教师教育学科专业建设
师范(类)专业
教师教育学
教师教育者
construction of teacher education as discipline and major
teacher education program
pedagogy of teacher education
teacher educator
