英国“教学专业硕士”政策的起与落———基于教育政策借鉴理论的研究

Analysis on Masters in Teaching and Learning（MTL）in England： Based on Theory of Educational Policy Borrowing

英国“教学专业硕士”政策是在当下欧洲背景下发达国家之间教育借鉴的产物。运用比较教育领域中教育政策借鉴的“四步模型”理论进行分析，本文发现，国际学生评价比较中的失利、英国国内对教育现状的不满是引发“教学专业硕士”政策借鉴的原因，而试图快速解决的决策类型、政治变化、经济制约，以及英国与借鉴的对象国—芬兰之间教育背景的差异则导致了该政策的陨落。

Full-fund Masters in Teaching and Learning（MTL）initiated by the U.K. government is a product of policy borrowing in European context. Based on Four Stages of Policy Borrowing in Education，which is a popular theory in the field of comparative education，this paper analyzes the process of MTL and makes the conclusion that the negative evaluation results from PISA and internal dissatisfaction were the impulses for Finland's cross-national attraction to England. Further，due to the quick-fix decision，political change，withdraw of money in the implementation stage，and the context differences between England and Finland，MTL falls before being internalized.