教师教育的哲学省思:心灵、知识与实践

Philosophical Reflection on Teacher Education:Mind,Knowledge and Practice

近年来许多学者疾呼教师教育应兼顾职前职后,他们更期待能用“教师教育”来同时涵盖偏职前培育的“师范教育”及职后阶段的“教师培训”。教师教育在中西发展过程中,一方面,其学术性与专业性未受到认可;另一方面,教育理论如何指引实践,也一直是学者努力的目标。1960年代彼得斯、赫斯特、谢弗勒等扣紧其教育概念涉及的心灵观与知识概念为教师教育的理性模式辩护;但在1980年代后,强调技术与市场法则,重视应用取向的教师教育实践模式逐渐跃居主流。杜威关于师范教育的师徒制与实验制,良有深意。教师教育的理性模式与实践模式之争,其实是各方对于教育理论与教育实践涉及心灵、知识的不同诠释。教育理论工作者探讨教师教育不宜忽略对于心灵、知识与实践的哲学省思,应秉持多元视野,丰富教师教育学术之建构。

Many scholars appeal that teacher education should take both pre-and post-vocation into account in recent years.They also anticipate to use the term of“teacher education”replacing“normal education”.In the development of teacher education in the east and west,its academic and professional characteristics are still not approved.Scholars always try to figure out how educational theories guide practice.In the 1960s,Peters,Hirst,Scheffler justify the rational pattern of teacher education,starting with their educational views on mind and knowledge closely.However,it gradually has become the mainstream that people attached the importance to practical pattern of teacher education,technique and market logic since 1980s.In fact,Dewey appreciated the laboratory model than apprenticeship model a hundred years ago,which is rather remarkable.Obviously,the rivalry between rational and practical pattern of teacher education is just the different interpretations of mind and knowledge in educational theories and practice.Therefore,it cannot be neglected to reflect the concepts of mind and knowledge in terms of philosophy for exploring teacher education.