教师教育治理中的“双重协同难题”及其创新路径
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摘要
随着《教师教育振兴行动计划(2018～2022)》发布,教师教育改革迎来新的春天。这给许多必须解决的问题,尤其是教师教育内外"双重协同难题"的解决带来了契机。为此,教师教育管理需要向教师教育治理转变,形成制度供给的多元复合模式,实现教师教育治理创新。具体地说,教师教育治理创新不是关注所有问题,而是抓制约教师教育改革发展的"牛鼻子",解决教师教育发展中存在的关键难题,即教师教育内部与外部协同的"双重协同难题"。为此,在师范院校内部,需要加强师范生学习社区与生活社区两大空间的整合与治理,促使解决由专业性与师范性矛盾引发的内部协同问题。在师范院校外部,通过"主动让利"和"边界领导力"提升,促进"教师教育创新实验区"建设,有效解决教师教育外部协同问题。
With the release of "Action Plan for Teacher Reinvigorating Education"(2018-2022), teacher education reform enters into a new spring. This reform brings opportunities to solve problems that must be solved, especially "the dual cooperation problem" of internal and external teacher education. Therefore, teacher education management needs to be transformed to teacher education governance and forms a compound mode of institutional supply. To be specific,teacher education governance should focus on the key issues such as the internal and external "dual cooperation problem" that restrict the development of teacher education. In internal training, the integration and governance of learning community and living community shall be strengthened to promote the solution of internal coordination problems caused by the contradiction between professionalism and normal education training. In external training,in order to promote the construction of "Teacher Education Innovation Experimental Area" and to solve the external cooperation problems efficiently, "concession of the profit" and "boundary leadership" shall be promoted.
With the release of "Action Plan for Teacher Reinvigorating Education"(2018-2022), teacher education reform enters into a new spring. This reform brings opportunities to solve problems that must be solved, especially "the dual cooperation problem" of internal and external teacher education. Therefore, teacher education management needs to be transformed to teacher education governance and forms a compound mode of institutional supply. To be specific,teacher education governance should focus on the key issues such as the internal and external "dual cooperation problem" that restrict the development of teacher education. In internal training, the integration and governance of learning community and living community shall be strengthened to promote the solution of internal coordination problems caused by the contradiction between professionalism and normal education training. In external training,in order to promote the construction of "Teacher Education Innovation Experimental Area" and to solve the external cooperation problems efficiently, "concession of the profit" and "boundary leadership" shall be promoted.
引文
[1][英]史蒂芬·奥斯本.新公共治理?--公共治理理论和实践方面的新观点[M].包国宪,赵晓军,等译.北京:科学出版社,2017.
[2][英]格里·斯托克.作为理论的治理:五个论点[J].国际社会科学(中文版),1999(01):19-29.
[3]袁贵仁.加快推进教育治理体系和治理能力现代化--在2014年全国教育工作会议上的讲话[EB/OL].2014-01-15.http://gov.cn/gzdt/2014-02/content_2605760.htm.
[4]刘冬冬,李想.教师教育治理:科学内涵、困境分析及其消解路径[J].教育理论与实践,2018(02):34-38.
[5]杨跃.教师教育治理研究:价值、内容与方法[J].2016(12):90-95.
[6]李森,崔兴.论教师教育治理体系现代化[J].西南大学学报(社科版),2014(09):65-72.
[7]燕继荣.社会变迁与社会治理--社会治理的理论解释[J].北京大学学报,2017(05):69-79.
[8][法]米歇尔·克罗齐耶,埃哈尔·费埃德伯格.行动者与系统--集体行动的政治学[M].张月,译.上海:上海人民出版社,2007:1.
[9]Christopher Hood.Paradoxes of Public-sector Managerialism,Old Public Management and Public Service Bargains[J].International Public Management Journal,2003(03):92-93.
[10]叶澜.大中小学合作研究中绕不过的真问题--理论与实践多重关系的体验与再认识[J].教育发展研究,2014(20):1-5.
[11]伍红林.论深度介入式教育研究背景下的院校协同--一项教师教育改革的新尝试[J].教师教育论坛,2017(11):5-10.
[2][英]格里·斯托克.作为理论的治理:五个论点[J].国际社会科学(中文版),1999(01):19-29.
[3]袁贵仁.加快推进教育治理体系和治理能力现代化--在2014年全国教育工作会议上的讲话[EB/OL].2014-01-15.http://gov.cn/gzdt/2014-02/content_2605760.htm.
[4]刘冬冬,李想.教师教育治理:科学内涵、困境分析及其消解路径[J].教育理论与实践,2018(02):34-38.
[5]杨跃.教师教育治理研究:价值、内容与方法[J].2016(12):90-95.
[6]李森,崔兴.论教师教育治理体系现代化[J].西南大学学报(社科版),2014(09):65-72.
[7]燕继荣.社会变迁与社会治理--社会治理的理论解释[J].北京大学学报,2017(05):69-79.
[8][法]米歇尔·克罗齐耶,埃哈尔·费埃德伯格.行动者与系统--集体行动的政治学[M].张月,译.上海:上海人民出版社,2007:1.
[9]Christopher Hood.Paradoxes of Public-sector Managerialism,Old Public Management and Public Service Bargains[J].International Public Management Journal,2003(03):92-93.
[10]叶澜.大中小学合作研究中绕不过的真问题--理论与实践多重关系的体验与再认识[J].教育发展研究,2014(20):1-5.
[11]伍红林.论深度介入式教育研究背景下的院校协同--一项教师教育改革的新尝试[J].教师教育论坛,2017(11):5-10.