作　　者： ;

机构地区： 华东师范大学教育科学学院国际与比较教育研究所

出　　处： 《教育发展研究》 2023年第15期46-55,共10页

摘　　要： 美国社区学院通过协同机制实现了自我更新,并在教师教育项目上形成了培养本土师资的特色。本研究选取代托纳州立学院的教师教育项目作为分析案例,基于知识治理的视角对其培养路径进行剖析,发现代托纳州立学院的教师培养与地方需求相结合,以实现职前教师的良性供给;学院与本地大学相结合,以实现职前教师的学历晋升;学院与本土教育资源相结合,以优化师资队伍和课程。该项目表现出建构主义的知识观,在治理目标上凸显出个体与地方的意义联结,以合同、协议与伙伴关系为主要协同机制,最终促进知识流动。基于此,研究对发挥我国地方学院教师教育项目的协同与自我更新能力、培养扎根本土的师资提出了相应建议。 Local colleges in the United States,especially community colleges,have realized self-renewal through the coordinated mechanism and formed the characteristics of training local teachers in teacher education programs.Based on the perspective of knowledge governance,this study examines teacher education programs at Daytona State College,with the focus on its coordinated mechanism.It reveals that teacher training at DSC is combined with local demands to achieve a benign supply of pre-service teachers,the college is linked with local universities to promote qualifications of pre-service teachers,and the college is integrated with local educational resources to optimize faculty and curriculum.The project presents the constructive view of knowledge,highlights the meaningful connection between individuals and localities in terms of governance goals,and takes contracts,agreements and partnership as the main collaborative mechanisms to facilitate knowledge mobility.To this end,the study puts forward some suggestions about advancing collaborative and self-renewal capabilities of local normal colleges in China to cultivate teachers who are willing to be service in local areas.

关 键 词： 地方学院 本土师资 培养路径 知识治理

领　　域： [文化科学—教育学]