摘要
大学与中小学(U-S)合作是当前教师教育的一条有效出路。但目前我国教师教育U-S合作过程存在严重的结构性障碍,主要表现为合作中的异质性资源依赖感不强,合作主体的合法性认同严重不足,合作协调机制缺位。因此,我们需要充分挖掘U-S合作中的异质性资源,增强双方异质性资源依赖程度;赋予中小学教师教育义务并提升合作双方的利益共识,增强合作主体的合法性认同;构建政府统筹的U-S合作管理体制,规范合作行为。
At the present, University and School （U-S） cooperation is the effective outlet of teacher education. But the U-S cooperation in teacher education exists serious structural obstacle which reflects heterogeneous resources has not strong dependence in the cooperation,cooperation subject has a serious shortage in legitimacy identity,and the absence of cooperation coordination mechanism. Therefore ,we need to fully excavate the heterogene-rous resources in the cooperation,and enhance the dependence of heterogenerous resources on both sides;give the primary and secondary school teachers obligation, promote the interests of consensus between two sides,and enhance the legitimacy identity of cooperation subject;build the U-S cooperative management system which is coordinated by government.
出处
《现代教育管理》
CSSCI
北大核心
2014年第6期95-99,共5页
Modern Education Management
基金
贵州师范大学博士科研启动基金项目"人力资本产权视阈下农村教师流失与补充机制研究"(2012社科博3)
关键词
教师教育
U—S合作
异质性资源
合法性认同
teacher education
U-S cooperation
heterogenerous resources
legitimacy identity
作者简介
张翔（1982-），男，贵州织金人，贵州师范大学教育科学学院副教授，博士，主要从事教师教育研究。
