教师教育研究2024，Vol.36Issue(1)：1-7,7.
教师教育学科建设的系谱学考察
A Genealogical Study on the Discipline Construction of Teacher Education
摘要
Abstract
Based on the genealogical perspective of history,teacher education disciplines should not be bound by the cogni-tive limitations of traditional disciplinary systems,but should instead recognize that knowledge is closely related to the exer-cise 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 re-lationship 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 knowl-edge,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.关键词
教师教育学科/教师教育学科知识/系谱学/知识/权力Key words
teacher education discipline/teacher education knowledge/genealogy/knowledge/power分类
社会科学引用本文复制引用
黄嘉莉,李秀云..教师教育学科建设的系谱学考察[J].教师教育研究,2024,36(1):1-7,7.基金项目
中国高等教育学会2022年度高等教育科学研究规划课题(22JS0201) （22JS0201）
