英国博士层次教师培养项目研究:厚学科、重能力、促公平  

A Study of Doctoral Level Teacher Development Programs in the United Kingdom:Highlighting Subject Knowledge, Emphasizing Capacities and Promoting Equity

作　　者：朱剑[1] 周惠玲 ZHU Jian;ZHOU Huiling(The Joint Education Institute of Zhejiang Normal University and the University of Kansas,Jinhua 321004,China;Yuexi Campus of the Education Group of Quzhou Experimental School,Quzhou 324000,China)

机构地区：[1]浙江师范大学堪萨斯大学联合教育学院,金华321004 [2]浙江省衢州市实验学校教育集团悦溪校区,衢州324000

出　　处：《世界教育信息》2025年第3期18-29,共12页Journal of World Education

摘　　要：受国际测评影响和积极回应英国教师教育的发展需求,英国设立全球唯一的博士层次的教师培养项目——“研究者在学校”。该项目在整体设计上坚持多元取向与彰显循证理念,在实施层面凸显中学主导与促进学科教学知识转化。该项目不仅实现促进学科知识传播、促进教育实践与研究发展以及促进教育公平的既定目标,也实现了目标增值,对参与学校与学生影响广泛。但该项目也存在实施过程不够循序渐进,组织间权责不清,组织关系异化等挑战。文章从发展更高层次教师培养体系的必要性与可能性、循证实践理念促进高层次教师培养体系的科学发展,以及一体化的教师培养模式需理性分析三个角度对该项目进行较为深入探讨。Influenced by international assessments and in response to the growing demands of teacher education in the UK,the country has set up the world’s only doctoral-level teacher training program“Researchers in Schools”.The program integrates a pluralistic approach with evidence-based principles in its overall framework,while emphasizing secondary school leadership and facilitating the transformation of subject-specific teaching knowledge during implementation.The program has not only achieved its objectives of promoting the dissemination of subject knowledge,advancing educational practice and research,and enhancing educational equity,but has also generated added value,producing extensive positive impact on participating schools and students.However,the program also faces several key challenges:the lack of a step-by-step process in implementation,unclear authority and responsibility between organizations,and alienation of organizational relationships.Finally,we reflect on the program from three perspectives:the necessity and feasibility of developing a higher-level teacher preparation system,the role of evidence-based practices in supporting the scientific development of such a system,and the need for rational approach to building an integrated teacher preparation model.

关 键 词：英国教师培养 博士教师培养项目 学科教学能力 循证教学 

分 类 号：G451[文化科学—教育学]