教师教育教学法是高等教育教学法的重要组成部分，是影响教师教育质量的关键环节，它直接决定教师教育者与师范生或教师之间的互动样态和效果。本研究运用文化历史活动理论将教师教育教学法界定为教师教育者教教学与师范生学教学两大活动之间的互动关系，并以此为分析框架，探讨自20世纪60年代以来，西方教师教育教学法思想的演变。根据文化历史活动理论构成要素中的结果要素，20世纪60年代以来西方教师教育教学法思想可分为四大流派，即行为取向的教师教育教学法思想、知识取向的教师教育教学法思想、社会重建取向的教师教育法思想、整合取向的教师教育教学法思想。这四大流派具有一定的历史发展顺序性，但伴随着历史的脚步，往往交织着向前发展。

       行为取向的教师教育教学法思想受到工业化时代过程-结果模式、社会效率运动以及有效教学研究的影响，在理论上受到行为主义心理学理论，社会观察学习理论的影响。行为取向的教师教育教学法思想经历了从关注教学行为、到关注教学技能再到关注核心实践的历史演进。该思想认为教师教育教学的结果是教师教育者帮助师范生形成一整套有效的能够提高学生学业成绩的教育教学行为，教师教育者是有效教学行为教练，师范生被客体化，教师教育者和师范生之间形成弱的共同体，两者之间的规则是有效教学行为或能力的准则，教师教育者和师范生劳动分工关系是传递与接收、示范与模仿。行为取向的教师教育思想的主要实践样态为是微格教学法、学徒制观察法和基于核心实践的教学法。

       知识取向的教师教育教学法思想伴随着认知心理学、教学知识研究以及对技术理性的批判发展起来，主要的理论基础包括科学主义知识论、建构主义知识论和信息加工理论等。知识取向的教师教育教学法思想经历从关注客观知识到关注实践性知识的转变。该思想主张教师认知和教师知识是教教学与学教学的结果，客观知识和实践性知识是客体，主要工具是案例和反思，教师教育者和师范生形成了知识共同体，共同体运行规则是协商，协作性大于分工性。知识取向的教师教育教学法思想的主要实践样态包括案例教学法、教学实践探究法和有效反思法等。

       社会重建取向的教师教育教法思想主要受到民权运动、学生多样化趋势的影响，在理论上受到多元文化主义和批判理论的影响。社会重建取向的教师教育教学法思想经历从关注社会重建知识、社会重建技能、到关注社会重建实践的变化。该思想认为教师教育教学的结果或目的是帮助师范生形成批判和社会重建能力，教师教育者和师范生都是文化占有者和社会重建者，文化素养、批判意识和能力是教教学和学教学的客体，共同体逐步从大学扩展到中小学，甚至扩展到师范生未来教学的社区，文化习俗是活动的规则，尊重、融入并运用文化是主要的分工状态。社会重建取向教师教育教学法思想的主要实践样态包括文化回应性教学法和批判教学法。

       整合取向的教师教育教学法思想主要是为了解决教师教育中理论与实践长期脱节、学术性和师范性摇摆的问题，主要受到整全的人的理论、人本主义心理学、行动学习理论和整合学习理论的影响。该思想认为教教学和学教学的结果或目标是培养知行合一、群己合一的师范生，教师教育者和师范生是理论与实践的对话者和行动者，格式塔、图式和理论是教教学和学教学的客体，主要工具是ALACT模型，洋葱模型和反思模型，教师教育者和师范生形成实践共同体，两者通过协商形成规则，对话和行动是劳动分工的主要样态。整合取向的教师教育教学法的主要实践形态为现实主义教师教育教学法和自我研究的教师教育教学法。

       本研究的基本结论是教师教育教学法研究的实质即探讨教师教育者教教学与师范生学教学之间的互动关系，其思想遵循行为取向、知识取向、社会重建取向、整合取向的大体历史脉络，但是这些思想流派并不是非此即彼的关系，他们相互交织，共同促进教师教育教学法思想发展，具有共时性和历时性的关系。经验之塔和知识观在理解教师教育教学法思想演变中起着关键作用，走向整合是教师教育教学法改革的主要趋势。教师教育教学法的实践是纷繁复杂的，只有促进师范生行为、认知、社会重建和整合的意识和能力不断增强时，才能培养出一个知行合一、群己合一的师范生。

       本研究在梳理教师教育教学法思想演变的基础上对我国教师教育改革提出三条建议：第一，基于师范生的经验，改革教师教育教学法；第二，将培养整全的人，作为教师教育教学的目标；第三，要处理好基础教育和教师教育的关系，为教师教育教学法的内在变革提供便利。

       本研究在未来进一步研究的基础上，尝试提出教师教育教法学或教师教育教—学论的概念，扩大研究的历史跨度，实施实证研究，进一步深入探讨教师教育者教教学和师范生学教学之间的互动关系。

Pedagogy of teacher education is an integral part of pedagogy in higher education, which can have great influence on teacher education quality, and to be specific, can determine the interaction between teacher educators and student teachers or teachers. This research takes cultural historical activity theory as a theoretical lens, and define pedagogy of teacher education as the interaction between teacher eductor’s teaching about teaching and student teachers’ learning about teaching. With this framework, this research explored thought development of the western teacher education. According to the outcome in this framework, we classified the schools of thoughts as behavior-oriented pedagogy of teacher education, knowledge-oriented pedagogy of teacher education, social reconstruction-oriented of teacher education and integration-oriented pedagogy of teacher education. These four schools developed chronocially, and they interacted with each other in the process.

Behavior-oriented pedagogy of teacher education was influenced by process-product paradigm in the industrial world, social efficiency movement, and effective teaching movement, and by the behaviorism and social learning theory. The outcome or object of behavior-oriented pedagogy of teacher education is that with the help of teacher educators, student teachers can be possessed with a set of behaviors ,which can have positive influence on student achievement. Teacher educators are coaches, student teachers are objectified, the tools are microteaching and minicourses, the community is weak, the rules are stardards of effective teaching, and the division of labor is transmission and reception, modeling and imitating. The main practices of pedagogy of teacher education are micro-teaching, apprenticeship and core-practice based teaching.

Knowledge-oriented pedagogy of teacher education is initiated by cognitive psychology, research of pedagogical knowelges, and cristisim of techncial rationalism, and is influenced by scientific espstimology, constructive esptimology, and information processing theory. This thought developed from objective knowledge to practical knowledge. It argues that teachers’ coginition and knowelge are the outcome, knowelge is the object, the tools are case method and reflection, the community is that of knowledge, the rule is negotiation and collaboration is highlightened instead of division of labor. The practices of this thought are case method, teacher practice inquiry and effective reflection.

Social reconstruction-oriented pedagogy of teacher education was influenced by rights movement, student diversity, multiculturalism and critical pedagogy. This thought has experienced from social constructional knowledge, then to skills and then to practice.Social construction-oriented pedagogy of teacher education holds that the outcome or object of teacher education are the ability to reconstruct the society, teacher educators and student teachers are culture holders and social constructors, cultural literacy, critical awareness and capability are the object, the community has been enlarged from university to schools and local community, culture and customs are the rules, and respect, interation and using culture are the status quo of division of labor. The practice of this thought are cultural responsive pedagogy and critical pedagogy in teacher education.

Integration-oriented peagogy of teacher education is to bridge the gap between theory and practice, and to balance academicism and professionalism in teacher education. This thought was influced by holistic person theory, humansic psychology, action learning theory, and holistic learning theory. The thought maintains that integration between cognition and action, individual and society are the outcome, teacher educators and student teachers are dialougue taker and agent of theory and practice, the tools are gestalt, schema and theory, the community is that of practice, and both teacher educators and student teachers negotiate to form rules and the main labors are dialogue and enactment. The practices of this thought are the realistic pedagogy and self-study in teacher education.

The conclusion of this research are: the nature of pedagogy of teacher education is the interaction between teaching and learning in teaching education practice, and four trends are taking shape as behavior-oriented, knowledge-oriented, social reconstruction-orienced, and integration-oriented. These four schools are not isolated from each other, but interwoven with each other. Expereince Pyromids and the outlook of knowledge play an important role in pedagogy of teacher education. Towards integration is the main trend of teacher education pedaogy. The practice of pedaogy of teacher education is complex, and only when we integrate behavior, knowledge, and social constructional awareness and ability, and integrating ability can we make a student teacher of integrity between knowledge and action, individual and society.  

Based on the conclusion, we put forward three suggestions: (1) reform pedagogy of teacher education based on student teachers’ experience; (2) preparing holistic teacher with integrity of knowelge and action are the aim of teacher education practice, and (3) dealing properly with basic education and teacher education to provide condition for teacher education reform.

In the future, the further research is needed: with deeper research, a potential innovative concept of “theory of teaching-learning pedagogy of teacher education” should be put forward. The author should also exlarge the time span, and collect data to further understanding of the interaction between teaching about teaching and learning about teaching in the teacher education program.