我国中小学教师成为实践型教师教育者的价值、困境与路径

China's Primary and Secondary School Teachers become School-based Teacher Educators:Value,Dilemma and Path

教师教育者的质量是保障教师质量、教育质量的根基。作为教师候选人专业发展的关键贡献者,中小学教师作为实践型教师教育者参与教师教育的意义与价值主要体现在三个方面:凸显教师教育的实践取向,追求高质量的实践;坚持教师教育的专业导向,建构有力的教师教育;遵循教师教育的跨界原则,致力协同合作育人。然而,作为跨界者,中小学教师成为实践型教师教育者遭遇“夹缝生存”的身份认同困境、“合法性危机”的素养胜任困境、“缺梁少柱”的支持体系困境和“形式大于内容”的U-S合作困境。因此,应以重塑身份认同为前提,以跨界协同的U-S教师教育共同体为载体,以建立持续发展的专业发展体系为关键,建构中小学教师成为实践型教师教育者的实践路径。

The quality of teacher educators is the foundation for ensuring the quality of teachers and the quality of education.As key contributors to the professional development of teacher candidates,the significance and value of primary and secondary school teachers'participation in teacher education as school-based teacher educators can be seen in three main areas:highlighting the practical orientation of teacher education and the pursuit of high-quality practice;adhering to the professional orientation of teacher education and the construction of a strong teacher education;and following the cross-boundary principle of teacher education and commitment to collaborative and cooperative education.However,as boundary-crossers,primary and secondary school teachers who become school-based teacher educators encounter the identity dilemma of"seamless survival",the competence dilemma of"legitimacy crisis",the support system dilemma of"lack of pillars",and the U-S cooperation dilemma of"form over content".Therefore,we should take identity reshaping as a prerequisite,a cross-border collaborative U-S teacher education community as a carrier,and the establishment of a continuous professional development system as a key to constructing a practical path for primary and secondary school teachers to become practicing teacher educators.