英国“教学专业硕士”政策的起与落——基于教育政策借鉴理论的研究被引量：1

Analysis on Masters in Teaching and Learning(MTL)in England:Based on Theory of Educational Policy Borrowing

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摘要英国"教学专业硕士"政策是在当下欧洲背景下发达国家之间教育借鉴的产物。运用比较教育领域中教育政策借鉴的"四步模型"理论进行分析,本文发现,国际学生评价比较中的失利、英国国内对教育现状的不满是引发"教学专业硕士"政策借鉴的原因,而试图快速解决的决策类型、政治变化、经济制约,以及英国与借鉴的对象国—芬兰之间教育背景的差异则导致了该政策的陨落。 Full-fund Masters of policy borrowing in European in Teaching and Learning （MTL） initiated by the U.K. government is a product context. Based on Four Stages of Policy Borrowing in Education,which is a popular theory in the field of comparative education,this paper analyzes the process of MTL and makes the conclusion that the negative evaluation results from PISA and internal dissatisfaction were the impulses for Finland＇s cross-national attraction to England. Further, due to the quick-fix decision,political change, withdraw of money in the implementation stage, and the context differences between England and Finland, MTL falls before being internalized.

作者康叶钦韩娟

机构地区广东外语外贸大学英语教育学院广州城市职业学院

出处《比较教育研究》 CSSCI 北大核心 2014年第8期68-73,共6页 International and Comparative Education

基金中国博士后基金第55批面上资助项目(项目编号:2014M550041)的阶段性研究成果

关键词英国芬兰教学专业硕士教育政策 U.K. Finland Masters in Teaching and Learning Educational Policy Borrowing

分类号 G57 [文化科学—教育技术学]

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参考文献19

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