教师教育学科制度建设:内涵、目标、困境与行动——基于新制度主义社会学的视角  

Institutionalization of Teacher Education Discipline: Connotation, Goals, Difficulties and Actions:From the perspective of New Institutionalism in Sociology

作　　者：杨跃[1] Yang Yue(School of Teacher Education,Nanjing Normal University,Nanjing 210097)

机构地区：[1]南京师范大学教师教育学院,教授南京210097

出　　处：《教育发展研究》2018年第22期52-59,共8页Research in Educational Development

基　　金：江苏省2017年度高等教育教学改革项目"本科师范生教师教育课程衔接研究"(2017JSJG199)的阶段性成果

摘　　要：国家政策积极倡导加强教师教育学科建设,但在新制度主义社会学视野下,当前我国教师教育学科制度建设在现实中因受现行学科制度及其利益壁垒以及知识边界模糊所诱发的规范性趋同等因素的制约而任重道远,为此,需积极建构由强制性、规范性、文化-认知性三大要素共同形塑的制度环境,从国家宏观管理、师范院校自身以及教师教育利益相关群体等多方面采取有效措施,促进我国教师教育学科繁荣发展。Even if the actively advocating from,policies to enhance teacher education as a discipline,due to the constraints from current discipline system and fixation of its interest harrier,and the normative isomorphism due to fuzziness of knowledge boundary, there are a lot of practical difficulties existing in the institutionalizing process of teacher education as a discipline.It needs a good and sensible institutional milieu,consisting of regulative,normative and cultural-cognitive,three types of key element.So,taking effective measures in many aspects,including national government,normal university,and teacher education's stakeholder groups,are essenti'al guarantees and supports for institutionalization of teacher education as a discipline.

关 键 词：教师教育学科 学科制度建设 新制度主义社会学 制度环境 制度性趋同 

分 类 号：G659.2[文化科学—教育学]