高校师范类专业认证行为偏差的现实表征、成因及治理
The Realistic Representation,Causes and Governance of the Behavior Bias of Universities in Teacher Education Program Accreditation
邓涛 1李慧 1孔凡琴2
作者信息
- 1. 东北师范大学,吉林 长春 130024
- 2. 吉林省教育学院,吉林 长春 130022
- 折叠
摘要
高校作为师范类专业认证的重要行动者,其认证行为的质量直接关涉认证目标的实现与认证价值的发挥.研究发现:高校在推进师范类专业认证工作的过程中存在诸多行为偏差,包括认证前的行为意向偏差、认证中的改革行为偏差以及认证后的持续改进行为偏差.究其原因在于,认证客体的认证素养储备不足、认证主客体组织架构固化、认证政策体系不完善及认证保障性措施欠缺.为矫正高校师范类专业认证行为偏差,需要从提升认证客体的认证素养,打破认证主客体固化的组织架构,完善认证政策体系及优化认证保障条件等方面作出努力.
Abstract
As an important factor in teacher education program accreditation,the quality of the accreditation action of colleges and universities is directly related to the realization of policy objec-tives and the play of policy value.It is found that there are many behavioral deviations in the process of promoting teacher education program accreditation in colleges and universities,including the devi-ation of behavioral intention before accreditation,the deviation of reform behavior during accredita-tion and the deviation of continuous quality improvement behavior after accreditation.The reason lies in the lack of accreditation competency of teacher educators,the solidification of the organization structure of accreditation subject and object,the imperfection of accreditation policy system and the lack of guarantee conditions of accreditation.In order to further enact the role of teacher education program accreditation in promoting the reform of teacher per-service education,it is necessary to im-prove accreditation competency of teacher educators,break the rigid organizational structure,im-prove teacher education program accreditation policy system,and optimize guarantee conditions of the accreditation.
关键词
高校/师范类专业认证/教师职前教育/行为偏差/治理Key words
universities/teacher education program accreditation/per-service teacher education/behavioral bias/governance引用本文复制引用
基金项目
国家社会科学基金教育学一般课题(BIA190163)
出版年
2024
NETL
NSTL
万方数据