当代教育论坛Issue(3)：117-124,8.
我国中小学教师成为实践型教师教育者的价值、困境与路径
China's Primary and Secondary School Teachers become School-based Teacher Educators:Value,Dilemma and Path
摘要
Abstract
The quality of teacher educators is the foundation for ensuring the quality of teachers and the quality of education.As key contributors to the professional development of teacher candidates,the significance and value of primary and secondary school teachers'participation in teacher education as school-based teacher educators can be seen in three main areas:highlighting the practical orientation of teacher education and the pursuit of high-quality practice;adhering to the professional orientation of teacher education and the construction of a strong teacher education;and following the cross-boundary principle of teacher education and commitment to collaborative and cooperative education.However,as boundary-crossers,primary and secondary school teachers who become school-based teacher educators encounter the identity dilemma of"seamless survival",the competence dilemma of"legitimacy crisis",the support system dilemma of"lack of pillars",and the U-S cooperation dilemma of"form over content".Therefore,we should take identity reshaping as a prerequisite,a cross-border collaborative U-S teacher education community as a carrier,and the establishment of a continuous professional development system as a key to constructing a practical path for primary and secondary school teachers to become practicing teacher educators.关键词
中小学教师/实践型教师教育者/专业发展/教师教育共同体Key words
primary and secondary school teachers/school-based teacher educators/professional development/teacher education community引用本文复制引用
王清,李琼,程世岳..我国中小学教师成为实践型教师教育者的价值、困境与路径[J].当代教育论坛,2024,(3):117-124,8.基金项目
本文系教育部人文社会科学重点研究基地重大项目"中国教师教育质量的评价体系研究"(编号:19JJD880001)的阶段性研究成果. （编号:19JJD880001）
