培养“教师—学者”：重温威廉•巴格莱的教师教育哲学

doi:10.16382/j.cnki.1000-5560.2022.07.004

摘要/Abstract

摘要：

作为奠定“美国教育的基础”的四大教育哲学流派之一，巴格莱的要素主义早已为海内外教育学人熟知。然而，这个“要素主义创始人”的标签也极大地冲淡乃至遮蔽了他为改善美国教师教育所做出的理论贡献。在供职哥伦比亚大学师范学院之前，在20世纪三四十年代美国“师范学校”向“教师学院”（师范学院）转型升级的背景下，巴格莱就在有关教师培养规格的“学术性”（学科知识基础）、“专业性”（教学实践能力）抑或“社会性”（响应社会需求）论争过程中，以培养作为合取概念的“教师—学者”为目标建构了一套教师教育的知识体系。事实上，我国教师教育事业在20世纪末前后完成师范院校升级转型的过程中，不仅曾经遭遇并一直存在着类似的困扰，而且近年来还呈现出显著的“以学科定义专业”抑或“以学科取代专业”的“去专业化”倾向。它不仅极大地“窄化”和“误导”了广大教师对自身工作的“专业”理解，而且在实践上也进一步“固化”和“加剧”了广大教师“教书匠”的职能形象。回顾巴格莱的教师教育哲学，不仅有助于澄清我们对教师专业属性问题上的诸多困惑与误区，而且能够为改进中国教师教育方案和重塑教师工作的专业内涵和职业形象提供重要理论启迪。

关键词: 威廉·巴格莱, 教师教育, 教学内容专业化, 教师-学者, 突现进化论

Abstract:

Bagley’s essentialism, as one of the four schools of educational philosophy, has long been well known by international educators. However, this label of “the founder of essentialism” also greatly diluted and even obscured his theoretical contribution to improving American teacher education before he worked for the Normal College of Columbia University under the background of the transformation and upgrading from “normal school” to “teacher college” (normal college) in the 1930s and 1940s. In fact, he established a set of knowledge system about teacher education with the goal of cultivating “teacher scholar” in the process of controversy about “academic”, “professional” or “social” teacher training, which laid the theoretical foundation and career blueprint for the subsequent development of international teacher education. Although China has gradually completed the upgrading and transformation of normal universities around the end of the 20th century, the dilemma of “specialty” or “discipline” of teacher training has been bothering the development of teacher education in China. In recent years, in the process of teacher education and teacher training in normal universities, there has even been a significant tendency of “de-professionalization” of “defining specialty by discipline” or “replacing teacher specialty by discipline”. It not only greatly “narrows” and “misleads” the majority of teachers’ professional understanding of their own work, Moreover, in practice, it further “solidifies” and “intensifies” the image of the majority of teachers as “teachers”. Reviewing Bagley’s philosophy of teacher education will not only help to clarify many puzzles and misunderstandings about teachers’ professional attributes, but also provide important theoretical enlightenment for improving China’s teacher education program and reshaping the professional connotation and professional image of teachers’ work.

Key words: William C. Bagley, teacher education, professionalization of subject-matter, teacher-scholar, emergent evolution.

王占魁. 培养“教师—学者”：重温威廉•巴格莱的教师教育哲学[J]. 华东师范大学学报(教育科学版), 2022, 40(7): 48-57.

Zhankui Wang. Cultivating “Teacher-Scholar”: Revisiting William C. Bagley’s Philosophy of Teacher Education[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(7): 48-57.

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参考文献 0

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