美国批判取向的教师教育  

Critical Teacher Education in the USA

作　　者：张梦雨[1] 陈倩娜[1] 周钧[1] 

机构地区：[1]北京师范大学教育学部教师教育研究所教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875

出　　处：《比较教育研究》2016年第1期72-77,共6页International and Comparative Education

基　　金：北京市教育科学"十一五"规划2010年度课题"基于校本行动研究的骨干教师持续专业发展模式研究"(项目批准号:AIA10213)的阶段成果

摘　　要：应对商品化、市场化、私有化和标准化的挑战,美国批判取向的教师教育理论资源与行动方案尤为重要。本文追溯该取向的教师教育的学术脉络,并分析其基本主张与实践,包括批判政策对教师和教师教育的负面影响、培养教师和师范生的社会文化意识、关注教师教育中的种族问题、倡导通过赋权实现教师解放和通过行动研究促进社会正义。While teacher education faces the challenges of commodification, marketization, privatization and the standardization in the USA, the theoretical resources and action programs of the critical teacher education are even more important. This paper traces the academic context of critical teacher education in the USA, and analyzes its basic theories and practices including the critiques of the negative impacts of education policies on teachers and teacher education, the cultivation of the social cultural consciousness of teachers and pre-service teachers, the attention to the race issues in teacher education, the advocacy of achieving the goal of teacher liberation through empowerment, and the promotion of social justice through action research.

关 键 词：批判取向的教师教育 批判教育学 社会正义 美国 

分 类 号：G650[文化科学—教育学]