“善”:一种“教师教育体系”的理论阐释  

Goodness:A Theoretical Interpretation of Teacher Education System

作　　者：康晓伟[1] KANG Xiao-wei(College of Teacher Education,Capital Normal University)

机构地区：[1]首都师范大学教师教育学院,北京100048

出　　处：《教育理论与实践》2024年第25期57-64,共8页Theory and Practice of Education

基　　金：教育部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2022年度重大项目“追踪数据驱动的教师专业发展质量研究”(项目编号:22JJD880009)的研究成果。

摘　　要：教师教育是一项专门的、实践的和复杂的专业教育活动,教师教育涉及教师教育活动的组成要素及其作用关系。教师教育体系包括组成要素的“体”与影响要素之间相互作用的“系”,两者相辅相成、浑然一体,两者的相互作用最终致力于实现教师教育实践的合目的性。政策制定者与政策研究者关于“教师教育体系”话语表达的基本逻辑是“善”的教师需要“善”的教师教育活动,“善”的教师教育活动需要“善”的教师教育体系。教师教育体系本质上是一种从整体上认识教师教育活动运行规律、追求“善”的教师教育治理方法论。Teacher education is a specialized,practical,and intricate professional educational pursuit encompassing the facets of teacher education activities and their interrelations.The system of teacher education includes the“body”of constituent elements and the“system”of interaction among affecting elements,both of which complement each other and are seamlessly integrated,with their interactions ultimately devoted to the achievement of the purpose of teacher education practice.The basic logic behind the discourse expression of“teacher education system”by policy makers and researchers is that“good”teachers require“good”teacher education activities,and“good”teacher education activities require“good”teacher education systems.The teacher education system is essentially a teacher education governance methodology that recognizes the operational laws of teacher education activities as a whole and pursues goodness.

关 键 词：教师教育体系 “善”教师教育治理方法论 教师教育活动 教师教育质量 

分 类 号：G40-011[文化科学—教育学原理]