主体导向教师教育政策研究的理论主张、模型与启示  

The Theory,Model and Enlightenment of Subject-oriented Teacher Education Policy Research

作　　者：潘靓 荀渊 PAN Liang;XUN Yuan(Faculty of Education,East China Normal University,Shanghai,200062,China)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《教师教育研究》2024年第5期60-65,共6页Teacher Education Research

基　　金：国家社科基金“十三五”规划教育学重点课题“新时代提高教师地位的政策体系研究”(AFA200007)。

摘　　要：二战后,问题导向的政策研究兴起,表现出显著的实践取向。在批判问题导向政策研究的基础上,主体导向的政策研究逐渐兴起并引入教育政策及教师教育政策研究领域,强调政策过程中不同参与主体的地位和价值。教师教育政策研究必须基于系统的理论研究,将主体价值和公共利益的实现作为教师教育政策研究与实践的最为核心的问题。After World War II,problem-oriented policy research emerged,showing a significant practical orientation.On the basis of criticizing problem-oriented policy research,subject-oriented policy research has gradually emerged and introduced into the field of education policy and teacher education policy research,emphasizing the status and value of different participants in the policy process.The research on teacher education policy must be based on systematic theoretical research and take the realization of subject value and public interest as the core issue of teacher education policy research and practice.

关 键 词：教师教育政策 问题导向 主体导向 

分 类 号：G40-01[文化科学—教育学原理]