一块金币的两面:美国教师教育多元价值取向及其发展趋势  

The Two Sides of a Gold Coin:On the Diversified Value Orientation and Development Trends of Teacher Education in the USA

作　　者：徐来群[1] XU Lai-qun(School of Education,Xuchang University,Xuchang 461000,China)

机构地区：[1]许昌学院教育学院,河南许昌461000

出　　处：《许昌学院学报》2024年第3期139-146,共8页Journal of Xuchang University

基　　金：2021年度河南省哲学社会科学规划项目“新知识生产背景下应用科技大学发展战略研究”(2021BJY034);河南省首批职业教育与继续教育课程思政示范课“教育学原理”课程阶段性成果之一。

摘　　要：美国教师教育围绕儿童与教师、质量与效率、教师与社会、学术与师范等核心价值取向,形成了儿童发展与教学研究取向、规制与解制取向、人文与社会公正取向、专业与常识取向等多组明显对立的教师教育价值取向。这种非此即彼的二元论价值取向,没有认识到儿童与教师、质量与效率、教师与社会、学术性与师范性本质上是教师教育专业发展一块金币的两面。未来,教师教育应平衡不同价值取向的合理关切,坚持价值融合原则,积极推动教师教育专业化价值取向,使其成为主流教师教育价值观。Teacher education in the United States revolves around core values such as children and teachers,quality and efficiency,teachers and society,academia and teacher education,and has formed multiple distinct sets of teacher education value orientations,including child development and teaching research,regulation and deregulation,humanistic and social justice,profession and common sense.This binary value orientation of either this or that does not recognize that children and teachers,quality and efficiency,teachers and society,academic and pedagogical nature are essentially two sides of the same coin for the professional development of teacher education.In the future,teacher education should balance the reasonable concerns of different value orientations,adhere to the principle of value integration,and actively promote the professional value orientation of teacher education to become the mainstream values of teacher education.

关 键 词：教师教育 价值取向 共存 不足 专业化 

分 类 号：G571[文化科学—教育学]