华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2020, Vol. 38 ›› Issue (9): 78-102.doi: 10.16382/j.cnki.1000-5560.2020.09.005

• 领域 • 上一篇    下一篇

职前教师培养实证研究的系统文献述评（2015—2019）

宋萑1,2, 田士旭1, 吴雨宸1   

  1. 1. 教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心, 北京 100875;
    2. 青海省人民政府—北京师范大学高原科学与可持续发展研究院, 西宁 810008
  • 发布日期:2020-09-15
  • 基金资助:
    国家自然科学基金资助面上项目“如何提升教师培养质量：教师教育项目对师范生专业学习及其从教表现的影响效应与机制研究”（71974016）；北京师范大学教育学部国际联合研究项目“师范生如何成长为好老师：U-G-S协同育人机制下师范生学习历程与成效研究”（01799-300104）

A Systematic Literature Review of the Empirical Research into Pre-service Teacher Education in China (2015—2019)

Song Huan1,2, Tian Shixu1, Wu Yuchen1   

  1. 1. Center for Teacher Education Research of Beijing Normal Unversity, Beijing 100875, China;
    2. Academy of Plateau Science and Sustainability People’s Government of Qinghai Province & Beijing Normal University, Xining 810008, China
  • Published:2020-09-15

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摘要： 职前教师培养是教师教育政策、实践与研究领域的一个核心议题。在中国，随着师范教育的转型升格，教育学领域研究范式的逐步多元化、证据本位的政策决策和教育实践日益得到重视，职前教师培养的研究成果逐渐丰富起来。本研究以2015至2019年为期限，基于“教师培养研究作为社会实践”的分析框架，对国内教师培养实证研究的研究对象、研究方法、研究者身份、研究主题、研究发现等外显内容进行梳理与归纳，并进一步挖掘研究中的基本假设、论证逻辑、微观政治、证据质量和假定影响。研究发现，近五年来，我国教师培养实证研究与相关政策改革处于相对割裂的状态，缺乏对社会政经环境变化和教育改革需求的回应；整体趋势上，在呈现出明显的“实践色彩”的同时，也落入对理论取向的教师教育课程关注不足的境地；具体的研究内容重复性明显，本土化探索不足，且研究质量参差不齐，存在研究设计规范性不强、方法单一性现象突出、伦理关切不够、论证逻辑有待加强几方面的问题。在未来，应进一步丰富职前教师培养研究的主题领域、扩大研究者队伍、拓宽研究方法类型。

关键词: 职前教师培养, 实证研究, 系统文献述评

Abstract: Pre-service teacher education is a core issue in the field of teacher education policy, practice and research. In China, with the transition of teacher education, the gradual diversification of paradigms in the field of education research, and the focus on evidence-based policy decision-making and educational practice, the research outcomes of pre-service teacher education are gradually enriched. Based on the analysis framework of “teacher education research as a social practice”, this study comprehensively reviewed the empirical studies on pre-service teacher education published in Chinese journals during 2015—2019. It summarized explicit content of pre-service teacher education research, including research participants, research methods, researcher identity, research topics, research findings, etc. And the study further analyzes the underlying assumptions, logic of argument, micropolitics, quality of evidence and assumed implications in the researches. As revealed, in the past five year, the empirical research on pre-service teacher education and policy reform in China has relatively been fragmented, and there is a lack of response to changes in the social, political and economic environment and the demand for educational reform. On the whole, although the current research on pre-service teacher education highlights “practice”, it also suffers from an insufficiency in the theoretical teacher education curriculum. The existing research has the limits of repetitive research content, insufficient localised exploration and varied research quality. For example, apart from the weak standard of designs, the prominent single method and insufficient ethical concern, the logic of argument needs to be strengthened. In the future, we should enrich the topics of pre-service teacher education research, expand the team of researchers, and broaden the types of research methods.

Key words: pre-service teacher education, empirical research, systematic literature review