论西方教师教育研究的人文主义取向——第16届ISATT年会会议评述

The Humanistic Approach of Teacher Education in the West:Based on the Discussion of the 16th ISATT Conference

本文以第16届ISATT会议为写作缘由,结合会议内容,对西方人文主义取向的教师教育的演变、发展和挑战进行讨论。人文主义取向的教师教育核心在于强调教师在教学和自我发展中的主体性,关注教师的自我、身份和教师所处的各层次脉络,并主要以质性研究为主要研究方法。人文主义教师教育取向对我国教师教育的启示在于:教师教育是以教师为主体的人的活动,目的在于通过成就教师的卓越来更好地促进学生学习的发生。

This paper is based on the discussion of the 16th ISATT conference, and explores the history, development and challenges of the humanistic approach of teacher education in the West. The key of the humanistic approach of teacher education is teachers＇ subjectivity in teaching and self-development. This approach emphasizes teachers＇ self, identity and the contexts of their life. Qualitative research is the main methodology of this approach. This approach reminds Chinese teacher education to put teachers as human beings in the center of teacher education. Teacher education should aim to realize teach- ers＇ excellence and then make students＇ learning happen.