政策网络视角下爱尔兰教师教育的多元治理——以海波尼亚学院为例
Multi-Governance for Teacher Education in Ireland from a Policy Network Perspective——A Case Study on the Hibernian College
史可媛 1祝刚2
作者信息
- 1. 华东师范大学国际与比较教育研究所(上海 200062)
- 2. 华东师范大学国际与比较教育研究所(上海 200062);华东师范大学杜威思想研究中心(上海 200062)
- 折叠
摘要
基于对海波尼亚学院教师教育的政策网络分析,文章追踪共享利益的各种行为者节点与枢纽,探究教师教育多元治理的发生机制、驱动因素、必然结果,发现教师教育多元治理的主要力量是大学,教育技术驱动着治理主体间的互动实践,最终使教师教育师范性远大于学术性.海波尼亚学院的实践为我国教师教育发展提供参考:可推动社会参与教师教育;在全球化浪潮中恪守教师教育的价值追求;利用远程教育推动我国教师教育"走出去".
Abstract
Based on a policy network analysis of teacher education at Hibernian College,this study traces the various actor nodes and hubs of shared interests,and explores the mechanisms,driving factors,and inevitable outcomes of multi-governance in teacher education.The study finds that universities are the primary drivers of the multi-governance in teacher education;and that educational technology drives the interactive practices among governance actors,which ultimately leads to a more pedagogical approach to teacher education rather than an academic one.The implications are:the urgency to promote the social participation in teacher education;to adhere to the values of teacher education values in the wave of globalization;and to promote Chinese teacher education to"go global"via distance education.
关键词
多元治理/在线教育/教师培养/教育技术Key words
Multi-governance/Online education/Teacher preparation/Educational technology引用本文复制引用
出版年
2024
NETL
NSTL
万方数据