论高水平综合大学参与教师教育的身份认同

On the Identity of High-Level Comprehensive Universities Participating in Teacher Education

高水平综合大学参与教师教育是当前我国教师教育改革发展的政策导向和现实需求。近30年来综合大学参与教师教育的政策导向经历了由弱到强、由一般倡导到强烈主张的过程。但政策导向与实际影响并不一致,其中一个核心影响因素便是高水平综合大学参与教师教育的身份认同问题,包括高水平综合大学参与教师教育的自我认同和公共认同。自我认同中的价值认同既包括学校自身的利益价值的“小我”考量,同时还有履行国家和社会责任等的“大我”担当。自我认同程度还取决于对开展教师教育的功能与作用的可达成度的认知;公共认同中政府认同与其他社会认同有时并不同步,前者较高,后者则取决于高水平综合大学参与教师教育的目标实现度和社会期待达成度。不论是自我认同还是公共认同,都需寻求对高水平综合大学参与教师教育的基础与优势的共同认知。并将此真正转化为举办教师教育的实践优势与特色,其路向是守正创新。

The participation of high-level comprehensive universities in teacher education is an important policy guidance and practical needs of current reform and development of teacher education in China. In the past 30years, the policy guidance of the participation of comprehensive universities in teacher education has undergone a process of strengthening, and from general advocacy to strong support. However, the policy guidance is not consistent with the actual impact. One of the core factors is the problem of the identity of high-level comprehensive universities participating in teacher education, including the self-identity and public identity of high-level comprehensive universities participating in teacher education. The value recognition of self-identity includes both the consideration of“personal self”—universities’ own interests, and the responsibility of“social self”—national and social responsibilities. The degree of self-identity depends on the cognition of the reliability of the function and impact of teacher education. As for public identity, government identity and other social identities are not synchronized sometimes. The former is higher, whereas the latter depends on the achievement of goals and fulfillment of social expectations of high-level comprehensive universities’ participation in teacher education.Whether self-identity or public identity, it is necessary to seek common cognition of the basis and advantages of high-level comprehensive universities’ participation in teacher education. The bottom line to improve the identity of high-level comprehensive universities’ participation in teacher education, by finding out the way to convert this common cognition into the hallmark of the practice of teacher education, which is sticking to the path and bringing forth new ideas to teacher education by adopting high-level comprehensive universities’ advantages and compensate their shortages.