CAJ | 학술논문

文章基于第二届全球教师教育峰会，对教师教育领域关注外在标准与关注教师内在主体性之争进行讨论。本届峰会关注教师作为“人”的存在，在内容上通过关注教师作为主体性存在与教师作为社会建构存在两个方面呈现，在研究方法上更多采用质性研究，体现出教师教育研究人文主义取向。人文主义取向教师教育研究对我国教师教育的启示在于：教师教育需要首先关注并理解教师作为“人”的存在；教师教育研究应基于一定的历史、文化与社会发展的脉络，体现教师的主体性，实现教师教育研究的全球视角与本土情境的融合。
문장기우제이계전구교사교육봉회，대교사교육영역관주외재표준여관주교사내재주체성지쟁진행토론。본계봉회관주교사작위“인”적존재，재내용상통과관주교사작위주체성존재여교사작위사회건구존재량개방면정현，재연구방법상경다채용질성연구，체현출교사교육연구인문주의취향。인문주의취향교사교육연구대아국교사교육적계시재우：교사교육수요수선관주병리해교사작위“인”적존재；교사교육연구응기우일정적역사、문화여사회발전적맥락，체현교사적주체성，실현교사교육연구적전구시각여본토정경적융합。
Based on the review of the 2nd GTES summit,this paper first discusses the debate between stan-dard from outside and teacher subjectivity inside in teacher education,and then discusses the humanistic approach in teacher education in the summit,which puts emphasis on“teacher as a person”. It discusses the issues from two aspects:teacher as a subjective person and teacher as person-in-making in society. The research on this issue is more qualitative. This approach enlighten that teacher education in China should first understand teacher as a person,and research in teacher education should be conducted in the context of history,culture and society to emphasize teachers’subjectivity so as to realize the fusion of global perspectives and local context.