| 教育博士作为专业学位的身份再审思 |
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| 引用本文： | 徐岚.教育博士作为专业学位的身份再审思[J].教育与现代化,2013(1):74-78. |
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| 作者姓名： | 徐岚 |
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| 作者单位： | 厦门大学高等教育发展研究中心,福建厦门361005 |
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| 基金项目： | 本文为教育部人文社会科学研究青年基金项目（IOY]C880136）和中央高校基本科研业务费专项资金资助项目（2010221036）的研究成果之一. |
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| 摘 要： | EdD与PhD的差别主要在于培养目标、探究过程、知识范式的哲学基础三个方面。EdD教育因应了教师专业发展背景中对教师赋权和解放的需求，强调以应用为目的的个人实践知识，主要研究方法是批判性反思和参与行动研究等。要转变人们对EdD是“次等学位”、“非研究型学位”的误解，就必须通过建立合作研究社群等凸现其改变世界的工具性，发挥其在促进教师专业发展上的独特作用。
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| 关 键 词： | 教育博士 专业学位 行动研究 |
Rethinking on the Identity of Doctor of Education as a Professional Degree |
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| XU Lan.Rethinking on the Identity of Doctor of Education as a Professional Degree[J].Education and Modernization,2013(1):74-78. |
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| Authors: | XU Lan |
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| Institution: | XU Lan ( The Research Center of Higher Education Development, Xiamen University, Xiamen, Fuj ian 361005 ) |
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| Abstract: | The main differences between PhD and EdD programs lie in their purposes, processes of study and philosophical basis of knowledge. EdD programs emphasize application-oriented practice, critical thinking and participant action research in response to the needs of teacher empowerment and emancipation in real educational settings. To correct the erroneous notion about EdD as ＂an inferior degree＂ or ＂non-research degree＂, EdD＇s unique value should be brought into full play in facilitating teachers＇ professional development. |
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| Keywords: | Doctor of Education （EdD） professional degree action research |
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