教师教育U-S共生性合作问题研究
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摘要
社会分工使教师成为一门职业,并向专业方向发展。然而,教师专业是技能性与适应性相融的专业,其专业知识和技能在对象上的可迁移性较小,胜任这种工作不仅需要现成的专业知识与技能,更需要专业智慧。由于大学与中小学在培养教师上述专业素养方面各有优势,所以教师教育需要大学(University)与中小学(School)共生性合作(简称U-S合作)。
U-S共生性合作区别于传统U-S合作之处在于它强调合作双方的平等地位和共同利益,并追求共生,这种合作归根结底是一种协商性交易。在这场大学与中小学的交易中,教师教育大学化、一体化以及随之而产生的教师教育范式转变,客观上需要中小学向大学提供支持；而中小学的办学条件改善、教师自身专业发展以及中小学生学习绩效的提升同样也需要大学提供帮助,这种相互需求为U-S合作提供必要性。同时,大学与中小学各自在教师教育上的优势又为双方合作提供可能。这种必要性和可能性共同构成了教师教育U-S共生性合作的发生机制。
如果说U-S共生性合作的发生机制是从逻辑层面对U-S共生性合作的必然性进行诠释的话,那么,其历史渊源和当下模态则是U-S共生性合作的纵向呈现。早在19世纪末杜威创办实验学校时,大学与中小学的合作就已露端倪,但制度化的U-S共生性合作肇始于20世纪80年代的美国。20世纪90年代以后,U-S共生性合作作为教师教育改革和中小学教育改革的重要实践形式现身于包括中国在内的诸多国家或地区,并不断地开花结果,呈上升趋势。目前,U-S共生性合作的目标、内容及方式逐渐制度化和规范化。
放眼世界,英国的伙伴关系(Partnership)学校和美国的教师专业发展学校(PDS)可谓教师教育U-S共生性合作的典范,在一定程度上代表了未来教师教育U-S共生性合作的发展方向。英美等国之所以能实现U-S合作关系的持续发展,其原因纵然很多,但他们成功的经验表明,追求共生以及政府大力支持,无疑是大学与中小学持久合作的重要条件。当然,在实施过程中,它们也都存在诸多普遍性的问题,主要表现为文化博弈、角色冲突、资金短缺等等。
回视国内,我国U-S共生性合作于上世纪九十年代产生以后,一批批极具影响力的合作项目掀起了一股强有力的U-S共生性合作热潮。然而,受大学以及中小学的路径依赖、评价方式和组织边界的约束,U-S共生性合作不可避免地面临诸多困境和矛盾,这种矛盾不仅困扰着大学,中小学也在所难免,构成了大学和中小学参与U-S合作的结构性障碍；加之,当前我国U-S共生性合作缺乏制度激励,所以合作过程中的异质性资源依赖感不强,合作主体对合作行为的合法性认同严重不足,合作协调机制缺位等等,构成了我国U-S共生性合作的新困境。
U-S共生性合作困境具有复杂的生成机理,它不仅是大学和中小学组织行为中各种有序的结构性因素影响的结果,更是行动领域中行动者无序的、充满策略性的非结构性因素作用的产物。在U-S合作过程中,大学和中小学都是独立的组织系统,有着不同的组织行为方式,这种不同的行为方式直接影响了U-S共生性合作实效。同时,U-S合作作为一种协商性交易,交易需要基于双方的共同利益,当交易过程中出现异质性资源的依赖感不强或合法性认同分歧时,U-S合作困境也难以避免；加之,大学与中小学都属于有限理性主体,并存在着资产专用性问题和机会主义倾向,其合作必然存在交易费用,这种交易费用成了U-S共生性合作过程中的“摩擦力”。于是,这些结构性因素和非结构性因素共同构成了U-S共生性合作困境产生的变量。
当然,尽管这些合作困境具有一定的必然性,但却可以通过制度加以规避。因此,U-S合作要走出困境,必须进行制度变革。但是,变革必须以合作双方的需求为合作导向,以利益调整为合作核心,以制度创新为合作保障。这构成了教师教育U-S共生性合作的制度变革逻辑。在此基础上,构建政府统筹的U-S合作管理体制,由政府赋予中小学培养教师的义务,并对该义务进行补偿；建立大学与中小学长期合作机制,明确分工,民主决策,规范运作程序,保障合作资源；创设大学与中小学目标兼容的激励制度,力图实现大学、中小学管理者、中小学教师之间在合作过程中的目标兼容。
Teachers become a occupation and obtain development in the professional field owing to the social division of labor. The teachers'profession, however, is the integration of skills and suitability, moreover, the mobility of the professional knowledge and skills on objects is restricted, therefore, in order to be qualified with the profession, not only professional knowledge and skills available but also professional wisdom are required. Teachers'education needs symbiotic cooperation between universities and schools (U-S Cooperation for short) because the advantages of cultivating teachers'professional accomplishment mentioned above are respectively reflected among, universities and schools.
What distinguishes U-S symbiotic cooperation from the traditional U-S cooperation lies in the equal status, common interests and symbiosis-seeking which the former emphasizes. Such symbiotic cooperation between universities and schools in teachers'education is consultative transaction in nature. In the transaction between universities and schools, universities are required to seek support from schools due to the transformation of teachers'education paradigm resulted from the university tendency and integration of teachers'education. In the meantime, the improvement of school conditions, the professional development of teachers, and students'learning performance to be upgraded need support from universities. Such mutual need makes U-S cooperation necessary. In addition, the advantages of teachers'education reflected respectively among universities and schools make the cooperation possible. Both the necessity and the possibility involved form U-S symbiotic cooperation mechanism of teachers'education.
It is assumed that the mechanism of U-S symbiotic cooperation explains the necessity of such cooperation on the logic level, and the historical origins and the current modal are the vertical reflection of the cooperation. It can be dated back as early as in the late1800s when John Dewey establishes experimental schools that the clues of the cooperation between universities and schools appear. It is, however, not until1980s in America that the institutionalized U-S symbiotic cooperation begins. After1990s, U-S symbiotic cooperation which is considered to be an important practice of teachers'education reform and the education reform among schools appears in lots of countries or regions, China included. Such cooperation continuously flourishes and takes on an upward trend, and the objective, content and mode of U-S symbiotic cooperation is being gradually institutionalized and normalized at present.
When exploring the world, the Partnership Schools in Britain and teachers'Professional Development Schools (PDS) in America can be called model of U-S symbiotic cooperation of teachers'education, which, to some extent, represents the development direction of U-S symbiotic cooperation of teachers'education in the future. There are a great number of reasons to explain why the continuous U-S cooperative relationship comes true in countries, such as, Britain and America. The successful experience in such countries shows that seeking symbiosis and great support from the government is the important condition to guarantee the lasting cooperation between universities and schools. It is evident, however, that universal issues, such as, cultural game, role conflicts and the shortage of funds cannot be avoided in the implementation process.
Back at home, influential cooperative projects constantly raise a strong upsurge of interest in U-S symbiotic cooperation after such kind of cooperation comes into being in1990s in China. Due to the constraint resulted from the path dependency, evaluation methods and organizational boundaries at universities and schools, however, U-S symbiotic cooperation is inevitably confronted with quite a lot of dilemma and contradiction which trouble not only universities but schools, and become the structural obstacles of universities and schools participate in U-S cooperation. Moreover, U-S symbiotic cooperation in China lacks the system of incentives at present, as a result, the weak sense of dependency upon heterogeneous resources, cooperation subjects'inadequate recognition of the legality of cooperative behaviors and the absent coordination mechanism of cooperation constitute the new dilemma of U-S symbiotic cooperation. The dilemma of U-S symbiotic cooperation is characterized as a complex generation mechanism which results not only from the orderly structural factors in organizational behaviors at universities and schools but from the actors'unordered and non-structural factors full of strategies in action area. The effectiveness of U-S symbiotic cooperation is directly impacted by different methods of organizational behaviors because there are independent organizational systems with such different methods for both universities and schools. In the meantime, it is difficult to avoid the dilemma of U-S cooperation if the sense of dependency upon heterogeneous resources is weak or the recognition of the legality of cooperative behaviors is disagreed on in transaction because U-S symbiotic cooperation, as a kind of consultative transaction, needs to be based on the common interests of both sides. Additionally, the cooperation inevitably causes transaction costs which become the conflict in U-S symbiotic cooperation because both universities and schools are limited rational subjects with the issue of special property and opportunism tendency. Therefore, both the structural and non-structural factors are the variables bringing about the dilemma of U-S symbiotic cooperation.
The dilemma can certainly be evaded by systems though it has inevitability to some extent. It is, therefore, necessary to reform systems in order to help U-S cooperation out of the dilemma. However, the transformation guided by demands of partners in cooperation, focused on the interest adjustment and ensured by institutional innovation is the institutional change logic of U-S symbiotic cooperation of teachers'education. Based on what is mentioned above, the measures to be taken are as follows:Firstly, to construct the management systems of U-S cooperation planned as whole by the government. The obligation of cultivating teachers at schools is endowed and compensated by the government. Secondly, to establish the lasting cooperation mechanism between universities and schools for the clear division of labor, the democratic decision-making, the standard operational procedures, and the cooperation resource ensured. Thirdly, to set up the system of incentives for compatible targets at universities and schools, and to make come true of compatible targets of the cooperation between administrators at universities and schools, and the cooperation among teachers at schools as well.
U-S共生性合作区别于传统U-S合作之处在于它强调合作双方的平等地位和共同利益,并追求共生,这种合作归根结底是一种协商性交易。在这场大学与中小学的交易中,教师教育大学化、一体化以及随之而产生的教师教育范式转变,客观上需要中小学向大学提供支持；而中小学的办学条件改善、教师自身专业发展以及中小学生学习绩效的提升同样也需要大学提供帮助,这种相互需求为U-S合作提供必要性。同时,大学与中小学各自在教师教育上的优势又为双方合作提供可能。这种必要性和可能性共同构成了教师教育U-S共生性合作的发生机制。
如果说U-S共生性合作的发生机制是从逻辑层面对U-S共生性合作的必然性进行诠释的话,那么,其历史渊源和当下模态则是U-S共生性合作的纵向呈现。早在19世纪末杜威创办实验学校时,大学与中小学的合作就已露端倪,但制度化的U-S共生性合作肇始于20世纪80年代的美国。20世纪90年代以后,U-S共生性合作作为教师教育改革和中小学教育改革的重要实践形式现身于包括中国在内的诸多国家或地区,并不断地开花结果,呈上升趋势。目前,U-S共生性合作的目标、内容及方式逐渐制度化和规范化。
放眼世界,英国的伙伴关系(Partnership)学校和美国的教师专业发展学校(PDS)可谓教师教育U-S共生性合作的典范,在一定程度上代表了未来教师教育U-S共生性合作的发展方向。英美等国之所以能实现U-S合作关系的持续发展,其原因纵然很多,但他们成功的经验表明,追求共生以及政府大力支持,无疑是大学与中小学持久合作的重要条件。当然,在实施过程中,它们也都存在诸多普遍性的问题,主要表现为文化博弈、角色冲突、资金短缺等等。
回视国内,我国U-S共生性合作于上世纪九十年代产生以后,一批批极具影响力的合作项目掀起了一股强有力的U-S共生性合作热潮。然而,受大学以及中小学的路径依赖、评价方式和组织边界的约束,U-S共生性合作不可避免地面临诸多困境和矛盾,这种矛盾不仅困扰着大学,中小学也在所难免,构成了大学和中小学参与U-S合作的结构性障碍；加之,当前我国U-S共生性合作缺乏制度激励,所以合作过程中的异质性资源依赖感不强,合作主体对合作行为的合法性认同严重不足,合作协调机制缺位等等,构成了我国U-S共生性合作的新困境。
U-S共生性合作困境具有复杂的生成机理,它不仅是大学和中小学组织行为中各种有序的结构性因素影响的结果,更是行动领域中行动者无序的、充满策略性的非结构性因素作用的产物。在U-S合作过程中,大学和中小学都是独立的组织系统,有着不同的组织行为方式,这种不同的行为方式直接影响了U-S共生性合作实效。同时,U-S合作作为一种协商性交易,交易需要基于双方的共同利益,当交易过程中出现异质性资源的依赖感不强或合法性认同分歧时,U-S合作困境也难以避免；加之,大学与中小学都属于有限理性主体,并存在着资产专用性问题和机会主义倾向,其合作必然存在交易费用,这种交易费用成了U-S共生性合作过程中的“摩擦力”。于是,这些结构性因素和非结构性因素共同构成了U-S共生性合作困境产生的变量。
当然,尽管这些合作困境具有一定的必然性,但却可以通过制度加以规避。因此,U-S合作要走出困境,必须进行制度变革。但是,变革必须以合作双方的需求为合作导向,以利益调整为合作核心,以制度创新为合作保障。这构成了教师教育U-S共生性合作的制度变革逻辑。在此基础上,构建政府统筹的U-S合作管理体制,由政府赋予中小学培养教师的义务,并对该义务进行补偿；建立大学与中小学长期合作机制,明确分工,民主决策,规范运作程序,保障合作资源；创设大学与中小学目标兼容的激励制度,力图实现大学、中小学管理者、中小学教师之间在合作过程中的目标兼容。
Teachers become a occupation and obtain development in the professional field owing to the social division of labor. The teachers'profession, however, is the integration of skills and suitability, moreover, the mobility of the professional knowledge and skills on objects is restricted, therefore, in order to be qualified with the profession, not only professional knowledge and skills available but also professional wisdom are required. Teachers'education needs symbiotic cooperation between universities and schools (U-S Cooperation for short) because the advantages of cultivating teachers'professional accomplishment mentioned above are respectively reflected among, universities and schools.
What distinguishes U-S symbiotic cooperation from the traditional U-S cooperation lies in the equal status, common interests and symbiosis-seeking which the former emphasizes. Such symbiotic cooperation between universities and schools in teachers'education is consultative transaction in nature. In the transaction between universities and schools, universities are required to seek support from schools due to the transformation of teachers'education paradigm resulted from the university tendency and integration of teachers'education. In the meantime, the improvement of school conditions, the professional development of teachers, and students'learning performance to be upgraded need support from universities. Such mutual need makes U-S cooperation necessary. In addition, the advantages of teachers'education reflected respectively among universities and schools make the cooperation possible. Both the necessity and the possibility involved form U-S symbiotic cooperation mechanism of teachers'education.
It is assumed that the mechanism of U-S symbiotic cooperation explains the necessity of such cooperation on the logic level, and the historical origins and the current modal are the vertical reflection of the cooperation. It can be dated back as early as in the late1800s when John Dewey establishes experimental schools that the clues of the cooperation between universities and schools appear. It is, however, not until1980s in America that the institutionalized U-S symbiotic cooperation begins. After1990s, U-S symbiotic cooperation which is considered to be an important practice of teachers'education reform and the education reform among schools appears in lots of countries or regions, China included. Such cooperation continuously flourishes and takes on an upward trend, and the objective, content and mode of U-S symbiotic cooperation is being gradually institutionalized and normalized at present.
When exploring the world, the Partnership Schools in Britain and teachers'Professional Development Schools (PDS) in America can be called model of U-S symbiotic cooperation of teachers'education, which, to some extent, represents the development direction of U-S symbiotic cooperation of teachers'education in the future. There are a great number of reasons to explain why the continuous U-S cooperative relationship comes true in countries, such as, Britain and America. The successful experience in such countries shows that seeking symbiosis and great support from the government is the important condition to guarantee the lasting cooperation between universities and schools. It is evident, however, that universal issues, such as, cultural game, role conflicts and the shortage of funds cannot be avoided in the implementation process.
Back at home, influential cooperative projects constantly raise a strong upsurge of interest in U-S symbiotic cooperation after such kind of cooperation comes into being in1990s in China. Due to the constraint resulted from the path dependency, evaluation methods and organizational boundaries at universities and schools, however, U-S symbiotic cooperation is inevitably confronted with quite a lot of dilemma and contradiction which trouble not only universities but schools, and become the structural obstacles of universities and schools participate in U-S cooperation. Moreover, U-S symbiotic cooperation in China lacks the system of incentives at present, as a result, the weak sense of dependency upon heterogeneous resources, cooperation subjects'inadequate recognition of the legality of cooperative behaviors and the absent coordination mechanism of cooperation constitute the new dilemma of U-S symbiotic cooperation. The dilemma of U-S symbiotic cooperation is characterized as a complex generation mechanism which results not only from the orderly structural factors in organizational behaviors at universities and schools but from the actors'unordered and non-structural factors full of strategies in action area. The effectiveness of U-S symbiotic cooperation is directly impacted by different methods of organizational behaviors because there are independent organizational systems with such different methods for both universities and schools. In the meantime, it is difficult to avoid the dilemma of U-S cooperation if the sense of dependency upon heterogeneous resources is weak or the recognition of the legality of cooperative behaviors is disagreed on in transaction because U-S symbiotic cooperation, as a kind of consultative transaction, needs to be based on the common interests of both sides. Additionally, the cooperation inevitably causes transaction costs which become the conflict in U-S symbiotic cooperation because both universities and schools are limited rational subjects with the issue of special property and opportunism tendency. Therefore, both the structural and non-structural factors are the variables bringing about the dilemma of U-S symbiotic cooperation.
The dilemma can certainly be evaded by systems though it has inevitability to some extent. It is, therefore, necessary to reform systems in order to help U-S cooperation out of the dilemma. However, the transformation guided by demands of partners in cooperation, focused on the interest adjustment and ensured by institutional innovation is the institutional change logic of U-S symbiotic cooperation of teachers'education. Based on what is mentioned above, the measures to be taken are as follows:Firstly, to construct the management systems of U-S cooperation planned as whole by the government. The obligation of cultivating teachers at schools is endowed and compensated by the government. Secondly, to establish the lasting cooperation mechanism between universities and schools for the clear division of labor, the democratic decision-making, the standard operational procedures, and the cooperation resource ensured. Thirdly, to set up the system of incentives for compatible targets at universities and schools, and to make come true of compatible targets of the cooperation between administrators at universities and schools, and the cooperation among teachers at schools as well.
引文
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