“教师教育者”概念的出场、传播、泛化及其困境——基于话语分析的视角

The Appearance,Spread,Generalization and Dilemma of the Concept of "Teacher Educator" :From the Perspective of Discourse Analysis

“教师教育者”概念是历史建构的产物,其出场与现代化教师教育体系的构建交织在一起,有其本土存在理据。这一概念在政策话语的推动下,经由学术研究进一步传播开来,从侧面反映出同时期的师范话语遭遇冲击。概念泛化则贯穿于现代教师教育体系的构建过程,与教育改革实践、教师培养模式、相关政策文本和新兴话语的可塑性等因素密切相关。“教师教育者”概念还面临着“名”(界定不清)与“实”(认同危机)的困境,在走向现实的过程中变成了一个不断变异、非连续性的结构。概念建构需要考虑与社会现象的贴合、适切问题,而不是将其抽象为符号,一味对符号能指与所指之间建立的意义进行任意嫁接。

The concept of "teacher educator" is the product of historical evolution,and its appearance is intertwined with the development of the modern teacher education system,which has its own reason for local existence. Driven by policy discourse,this concept was further spread across the academic research,which reflected the impact of the discourse of teachers in the same period. Concept generalization runs through the developmental process of the modern teacher education system,and is closely related to educational reform practice,teacher training model,relevant policy texts and the plasticity of emerging discourse.The concept of "teacher educator" is also faced with the dilemma of "name"(unclear definition)and "reality"(identity crisis),and has become a constantly mutating and discontinuous structure in the process of coming back to reality. The concept establishment needs to consider the suitability of the social phenomenon instead of abstracting it as a symbol,blindly grafting the meaning established between the signifier and the signified.