西方教育博士培养改革的新理念与新做法

New Ideas of Reforming the Doctor of Education Program in the West and Their Practices

为了应对外部的强烈问责并提高培养质量,西方大学提出了革新教育博士培养的新理念。西方教育博士培养改革始终围绕专业实践与学术研究的循环互动和深度联结这个核心,从明确界定教育博士的专业身份,构筑多重伙伴关系以获取外部支持,引进组群式互助学习模式而建立教育博士实践共同体,多样化课堂教学方式以及创新学习成果评价方式等五个方面重构了教育博士的培养过程。

The western universities had proposed new inspiring ideas to reform the Doctor of Education （Ed. D. ） program, aiming to deal with increasing accountability from the outside and improve the quality of Ed. D. The Ed. D. reform centered on the dynamic inter- action and deep connection between professional practice and academic research. Generally, the western universities and colleges had adapted five significant measures to reconstruct the Ed. D. program： to define the professional identity of Ed. D. ; to construct the collaborative partnerships to support the Ed. D. ＇s learning and program reform; to introduce the cohort learning model to build the practice community for the Ed. D. ; to diversify instructional approaches, and to change the pattern of the Ed. D. ＇s achievement and assessment.