教师教育学科建设的系谱学考察

A Genealogical Study on the Discipline Construction of Teacher Education

本研究基于系谱学的历史分析视角,认为教师教育学科不该被束缚于传统学科制度的认识限制,而应重新审视知识与制度运作的权力密切相关,从而探究建设路径。以往大学学科制度强调理性知识的优先发展,引发教师教育进入大学后的话语争议,这反映出教师教育知识的实践特征被排除在制度权力的行使之外,也体现出教师教育知识的发展缺乏与制度权力的相关性。因此,教师教育学科建设应该重新认识学科制度权力和知识的关系,以教师教育核心知识为基础,开放知识边界,从课程制度、教师资格制度、评价制度和认证制度的权力行使中,体现教师教育学科知识的合法性、价值性、功能性,进而重构教师教育学科的学术体系。

Based on the genealogical perspective of history,teacher education disciplines should not be bound by the cognitive limitations of traditional disciplinary systems,but should instead recognize that knowledge is closely related to the exercise of institutional power.In the past,the university disciplinary system emphasized the priority development of rational knowledge,but the entry of teacher education disciplines sparked controversy,reflecting that the practical characteristics of teacher education knowledge were excluded from the exercise of institutional power and also revealing the weakness of the relationship between the development of teacher education knowledge and institutional power.Therefore,the construction of teacher education disciplines requires a re-examination of the relationship between disciplinary institutional power and knowledge,based on the core knowledge of teacher education,opening up knowledge boundaries,and reflecting the legitimacy,value,and functionality of teacher education discipline knowledge through the exercise of power in curriculum systems,teacher qualification systems,and certification systems,in order to enhance the status of teacher education disciplines.