新时代教师教育学科建设的现状与方向——北京教育学院教师教育学科建设研讨会综述

The Current Situation and Direction of Disciplinary Construction of Teacher Education in the New Era:A Summary of the Symposium on Teacher Education in Beijing Institute of Education

我国教师教育的发展从21世纪之初开始,经过了从"师范教育"到"教师教育"的话语转换,到现在呈现出强烈的学科建设诉求。2018年6月23日,北京教育学院组织召开了"《教师发展研究》创刊一周年座谈会暨教师教育学科建设"研讨会,邀请来自全国10所师范大学的12位知名学者就教师教育学科建设的意义、研究对象、学科性质、知识体系以及职后教师教育的学科建设进行了深入探讨。与会专家认为当前我国的教师教育学科建设已经具备了一定的知识体系和制度基础,但在学科概念、范畴等方面还存在一定分歧,相关研究的深度跟进及理论基础也不够及时和扎实。因此,还需要进一步明确教师教育学科建设的主体,遵循学科建设规律,加强整体布局,坚持教师取向、本土取向、实践取向和跨学科等四个基本建设取向。

The development of teacher education in our country has experienced the discourse conversion from “normal education” to “teacher education”,and now it has shown a strong demand for discipline con-struction. On June 23 , 2018 , Beijing Institute of Education organized a seminar on “ the First Anniversary of the Founding of Research on Teacher Development and the Construction of Teacher Education Discipline”. Twelve well-known scholars from 10 normal universities were invited to discuss thoroughly the significance, research objects, subject nature, knowledge system and the discipline construction of in-service teacher education. Experts at the seminar believe that the discipline construction of China＇ s current teacher education has formed a certain knowledge system and institutional basis, but there are still some differences concerning the concept and scope of the discipline, and the depth follow-up of relevant research and theoretical basis are not timely and solid enough. Therefore, it is necessary to further clarify the subject of the discipline construction of teacher education, follow the discipline construction law, strengthen the overall layout, and adhere to the four basic construction orientations of teacher orientation, i. e. , local orientation, practice orientation and interdisciplinary orientation.