教师教育学院存废之争:PCK中国化的现实博弈OA

Amid the transformation of China's teacher education system,whether colleges of teacher education should be established as independent entities or incorporated into discipline-based departments has become a major issue of reform.The localization of pedagogical content knowledge(PCK)in China has been accompanied by interpretive deviations such as reductionism,decontextualization,and static conceptualization,giving rise to two institutional orientations—"professional-ization"and"academization"—which are manifested in knowledge production,teacher preparation models,and outcome e-valuation.An analysis based on the sociology of knowledge and institutional change theory reveals that the underlying mech-anisms lie in the struggle for legitimacy among different forms of knowledge discourse and the path dependence created by historical departmental restructuring.Accordingly,colleges of teacher education should be established as independent,sub-stantive organizational entities;the professional agency of faculty specializing in subject curriculum and pedagogy should be strengthened;evaluation and support mechanisms should be improved;and a practice-generating system based on university-school collaboration should be developed to promote the cyclical transformation between academic PCK and practice-based PCK.