摘要
师范类专业认证与本科教学工作评估、专业评估、教师资格考试、专业建设等有较大区别,但部分行动者对此还不能准确辨析。通过历史制度主义视角,分析以往制度对师范类专业认证行动者的影响,总结目前师范类专业认证运行中存在的四种认识误区,提出行动者对师范类专业认证的理解应进行从宏观到中观、从管理到治理、从输入到产出、从预设到生成的逻辑转向,以减少师范类专业认证运行中的历史惯性和路径依赖,推进师范类专业认证制度作用的发挥。
Teacher education program accreditation differs much from undergraduate teaching assessment,undergraduate program evaluation,teacher certificate examination and undergraduate program construction. This study adopts the perspective of historical institutionalism to analyze the influence of previous accreditation institutions on the practitioners of the current teacher education program accreditation and reveals four illusions regarding the actual accreditation work. The practitioners are advised to redirect their understanding from a macro-view to a medium view,from management to governance,from input to output and from presetting to generation so as to reduce the historical inertia and path dependence and promote the functioning of the new accreditation system.
作者
赵强
王丽丽
张炜
ZHAO Qiang;WANG Lili;ZHANG Wei
出处
《华南师范大学学报（社会科学版）》
CSSCI
北大核心
2022年第1期53-60,205,共9页
Journal of South China Normal University：Social Science Edition
基金
湖北省教育科学规划一般课题“专业认证背景下湖北省师范类专业高质量发展路径研究”(2020GB070)
湖北科技学院教学研究重点项目“专业认证背景下地方高校师范生人才培养体系重塑研究”(2020-XA-003)
全国教育科学“十四五”规划教育部重点课题“现代化视域下我国师范专业认证实施效果的循证研究”(DGA210302)。
关键词
师范类专业认证
认识误区
逻辑转向
历史制度主义
teacher education program accreditation
illusion
edirection
historical institutionalism
