ABSTRACT

The founding editor of the Cambridge Journal of Education reflects on the educational context in which it was established 50 years ago and the changes that have taken place since then. The paper focuses in particular on (i) the pre-service education of teachers, the processes of ‘academicisation’, the incorporation of monotechnic teacher training colleges into universities and the contrary movements to ground teacher preparation in direct experience in schools; (ii) the movement from a 1970s enthusiasm for participatory democracy for staff and students in higher education to the 1990s redefining of students as customers of a higher education market; (iii) the turmoil of curriculum development around the time of the Journal’s foundation; and (iv) the disciplinary character of educational research in the early 1970s and the development of case study and classroom action research – all themes reflected in the pages of the Cambridge Journal of Education.

摘要

《剑桥教育杂志》的创始编辑反思50年前成立的教育背景以及此后发生的变化。本文特别关注以下方面：（i）教师的职前教育，“学术化”的过程，将技术师范培训学院纳入大学以及在学校的直接经验中与地面教师的准备相反的运动；（ii）从1970年代对高等教育中的教职员工和学生的参与式民主的热情过渡到1990年代，将学生重新定义为高等教育市场的顾客；（iii）在《华尔街日报》创立之初围绕课程发展的动荡；剑桥教育杂志。