【摘要】 英国大学在世界上享有盛誉，自中世纪开始就享有高度的自治权；而教师教育是一种由国家强力干预的社会事业，二者本不应该产生深度合作的关系，但从19世纪下半叶开始，英国大学开始涉足师资培训领域。英国大学参与教师教育可分为四个阶段：第一阶段从1879年至1890年，属于大学参与教师教育的初始阶段，剑桥大学首次直接参与中学教师培训，其他大学多以间接的方式参与师资培训工作；第二阶段从1890年至1911年，属于政府鼓励大学参与教师教育阶段，大学成立日间培训学院，与政府共同参与师资培训；第三阶段从1911年至1944年，属于大学自觉参与教师教育阶段，大学设立师资培训系或教育系，积极主动建构教育学科；第四阶段是1944年以后，属于大学参与教师教育的合法化阶段，大学的参与促进了英国教师教育的学术性和实践性融合发展。更多还原

【Abstract】 British universities have enjoyed a strong reputation and a high degree of autonomy since the Middle Ages. Traditionally, teacher education in Britain has been shaped by strong state intervention, limiting deep collaboration with universities. However, since the second half of the 19th century, British universities have begun to participate in teacher training. The engagemen of British universities in teacher education can be divided into four stages: The first stage(1879—1890) marked the initial involvement of universities in teacher education, with Cambridge University directly participating in the training of secondary school teachers for the first time, while other universities mainly engaged indirectly. The second stage(1890—1911) was defined by government encouragement, during which universities founded day training colleges and collaborated with the government in teacher training. The third stage(1911—1944) reflected universities’ self-conscious engagement, characterized by the establishment of teacher training or education departments and the development of education disciplines. The fourth stage(after 1944) witnessed the legalization of university participation in teacher education, promoting the integration of academic and practical aspects of teacher training in the UK.更多还原