教师教育研究2025，Vol.37Issue(4)：10-16,7.
教师教育学科知识何以存在
How the Knowledge of Teacher Education Exists
摘要
Abstract
Teacher Education is an emerging discipline with distinctive connotations,whose functional realization and value embodiment depend on the legitimacy and validity of the production and existence of its disciplinary knowledge.From multi-dimensional perspectives including historical evolution,theoretical research,and practical exploration,teacher development serves as the"life seed"nurturing disciplinary growth,constituting the logical starting point of teacher education knowl-edge.Simultaneously,the transformation of knowledge production models drives disciplinary knowledge to adapt to temporal changes,incorporate teacher agency participation,and achieve interdisciplinary integration,thereby pursuing continuous en-dogenous growth and extensional development.Nevertheless,to ensure the high-quality and efficient guidance of the teacher education knowledge system,it is imperative to improve knowledge access mechanisms:orienting toward"Chinese problem domains"to strengthen the discipline's local relevance;upholding"the spirit of educators"to safeguard knowledge value o-rientation;aligning with"new-quality productive forces"to highlight systematic knowledge architecture.关键词
教师教育/学科知识/逻辑起点/生成模式/准入机制Key words
teacher education/subject knowledge/logical starting point/generation mode/access mechanism分类
社会科学引用本文复制引用
柳士彬,李嫣然,赖林..教师教育学科知识何以存在[J].教师教育研究,2025,37(4):10-16,7.基金项目
2022年度山东省社科规划重点研究项目"中国特色教师教育学科体系的知识谱系学研究"(22BJYJ02)阶段性研究成果 （22BJYJ02）
