教师教育研究2026，Vol.38Issue(4)：16-22,7.
教师教育学院存废之争:PCK中国化的现实博弈
Debate over the Retention or Abolition of Colleges of Teacher Education:The Practical Game of Localization of PCK in China
孙庆全 1邢红军2
作者信息
- 1. 苏州大学教育学院,江苏苏州 215123
- 2. 首都师范大学教师教育学院,北京 100048
- 折叠
摘要
Abstract
Amid the transformation of China's teacher education system,whether colleges of teacher education should be established as independent entities or incorporated into discipline-based departments has become a major issue of reform.The localization of pedagogical content knowledge(PCK)in China has been accompanied by interpretive deviations such as reductionism,decontextualization,and static conceptualization,giving rise to two institutional orientations—"professional-ization"and"academization"—which are manifested in knowledge production,teacher preparation models,and outcome e-valuation.An analysis based on the sociology of knowledge and institutional change theory reveals that the underlying mech-anisms lie in the struggle for legitimacy among different forms of knowledge discourse and the path dependence created by historical departmental restructuring.Accordingly,colleges of teacher education should be established as independent,sub-stantive organizational entities;the professional agency of faculty specializing in subject curriculum and pedagogy should be strengthened;evaluation and support mechanisms should be improved;and a practice-generating system based on university-school collaboration should be developed to promote the cyclical transformation between academic PCK and practice-based PCK.关键词
教师教育学院/学科教学知识/PCK中国化/学科课程与教学论Key words
colleges of teacher education/Pedagogical Content Knowledge(PCK)/localization of PCK in China/subject curriculum and teaching methodology分类
社会科学引用本文复制引用
孙庆全,邢红军..教师教育学院存废之争:PCK中国化的现实博弈[J].教师教育研究,2026,38(4):16-22,7.
