职教教师资格认证的模式变革、价值向度与推进策略——基于德、日、英三国的经验
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摘要
德、日、英三国的职业教育开展得较早,职教教师资格认证有相对成熟的经验。其职教教师资格认证呈现出"资历至上"与"能力优先"的模式变革;映射出"国家主义"或"专业中心"的价值向度;凸显"专业化"取向的推进策略。在借鉴与反思的基础上,我国职教教师资格认证需要改进职教教师资格的证书模式,使之"有效规范";激活职教教师资格的认证机构,促成"多方合作";完善职教教师资格的认证程序,注重"过程导向"。
The vocational teachers' development restricts the development of the vocational education. Countries such as the Germany,Japan,Britain have accumulated rich experience in vocational teachers' qualification identification, which is worth learning from. The model reform of vocational education assumes the characteristics of emphasis on capacity and qualifications. The value diversion of vocational education presents the characteristics of professionalism or nationalism. The approach of vocational education presents the characteristics of professionalizing strategy. Chinese vocational teachers' qualification identification needs to improve the model reform so as to make it "effective and standardized", establish and perfect attestation organizations, bring about multi-party cooperation, optimize the certification process, and focus on the process.
The vocational teachers' development restricts the development of the vocational education. Countries such as the Germany,Japan,Britain have accumulated rich experience in vocational teachers' qualification identification, which is worth learning from. The model reform of vocational education assumes the characteristics of emphasis on capacity and qualifications. The value diversion of vocational education presents the characteristics of professionalism or nationalism. The approach of vocational education presents the characteristics of professionalizing strategy. Chinese vocational teachers' qualification identification needs to improve the model reform so as to make it "effective and standardized", establish and perfect attestation organizations, bring about multi-party cooperation, optimize the certification process, and focus on the process.
引文
[1]杨金土.职业教育“双师型”教师基本问题研究---基于跨界视域的诠释(序)[M].北京:清华大学出版社,2011.
[2]查吉德.国外职教教师资格制度研究评述---制度有效性的视角[J].外国教育研究,2011(3):45-50.
[3]周晓燕,陆露.教师资格更新制度:日本的经验及其对我国的启示[J].教育理论与实践,2012(29):28-30.
[4][22]贺文瑾.“双师型”职教师资的资格认定研究[J].职教论坛,2010(4):58-60.
[5]Eliot Freidson.Professionalism Reborn:Theory,Prophecy and Policy[M].Chicago:University of Chicago Press,1994.
[6]陈曦萌.从职前培养回顾百年德国职教师资专业化发展[J].职业技术教育,2015(13):62-67.
[7]谢莉花.专业科学视角下的德国职业学校教师教育标准[J].世界教育信息,2015(8):34-37.
[8]谢莉花.德国职业教育师资培养的三性融合课程及启示[J].外国教育研究,2014(5):24-32.
[9]沈鸿敏,卢慕稚,刘求实.日本教师资格证制度改革的最新进展及其对我国的借鉴意义[J].外国教育研究,2008(9):19-24:243.
[10]陈永明.国际师范教育改革比较研究[M].北京:人民教育出版社,2003.
[11]Lingfield,R.(2012).Professionalism in Further Education:Final Report of the Independent Review Panel Established by the Minister of State for Further Education,Skills and Lifelong Learning[EB/OL].[2018-03-04].https://www.gov.uk/government/uploads/system/uploads/attachmentdata/file/422247/bis-12-1198-professionalism-im-futher-education-review-final-report.pdf.
[12][16]The Education and Training Foundation(2015)Initial Teacher Education Provision in FE and Skills[EB/OL].[2018-03-04].http://www.et-foundation.co.uk/wp-content/uploads/2015/07/ITE-data-report-FINAL.pdf.
[13]石伟平,匡瑛.比较职业教育[M].北京:高等教育出版社,2012:21.
[14]石伟平.时代特征与职业教育创新[M].上海:上海教育出版社,2006:401.
[15][20]Great Britain.Learning and Skills Improvement Service(LSIS)(2013).Teaching and Training Qualifications for the Further Education and Skills Sector in England:guidance for employers and practitioners[EB/OL][2018-03-04].http://www2.warwick.ac.uk/study/cll/othercourses/teachertraining/stage2/guidance-for-employers-and-practitioners-2013-april1.pdf.
[17]李小丹.德国职业学校教师资格制度研究[D].天津天津大学,2009:21.
[18][23]李梦卿,安培.日本高等职业教育教师入职资格研究[J].现代教育管理,2016(2):72-77.
[19]张光跃.中英职业资格证书教育的比较与借鉴[J]职业技术教育,2003(31):20-23.
[21]查吉德,张宇.中职教师资格制度实施现状调查[J]教育与职业,2010(5):42-44.
[2]查吉德.国外职教教师资格制度研究评述---制度有效性的视角[J].外国教育研究,2011(3):45-50.
[3]周晓燕,陆露.教师资格更新制度:日本的经验及其对我国的启示[J].教育理论与实践,2012(29):28-30.
[4][22]贺文瑾.“双师型”职教师资的资格认定研究[J].职教论坛,2010(4):58-60.
[5]Eliot Freidson.Professionalism Reborn:Theory,Prophecy and Policy[M].Chicago:University of Chicago Press,1994.
[6]陈曦萌.从职前培养回顾百年德国职教师资专业化发展[J].职业技术教育,2015(13):62-67.
[7]谢莉花.专业科学视角下的德国职业学校教师教育标准[J].世界教育信息,2015(8):34-37.
[8]谢莉花.德国职业教育师资培养的三性融合课程及启示[J].外国教育研究,2014(5):24-32.
[9]沈鸿敏,卢慕稚,刘求实.日本教师资格证制度改革的最新进展及其对我国的借鉴意义[J].外国教育研究,2008(9):19-24:243.
[10]陈永明.国际师范教育改革比较研究[M].北京:人民教育出版社,2003.
[11]Lingfield,R.(2012).Professionalism in Further Education:Final Report of the Independent Review Panel Established by the Minister of State for Further Education,Skills and Lifelong Learning[EB/OL].[2018-03-04].https://www.gov.uk/government/uploads/system/uploads/attachmentdata/file/422247/bis-12-1198-professionalism-im-futher-education-review-final-report.pdf.
[12][16]The Education and Training Foundation(2015)Initial Teacher Education Provision in FE and Skills[EB/OL].[2018-03-04].http://www.et-foundation.co.uk/wp-content/uploads/2015/07/ITE-data-report-FINAL.pdf.
[13]石伟平,匡瑛.比较职业教育[M].北京:高等教育出版社,2012:21.
[14]石伟平.时代特征与职业教育创新[M].上海:上海教育出版社,2006:401.
[15][20]Great Britain.Learning and Skills Improvement Service(LSIS)(2013).Teaching and Training Qualifications for the Further Education and Skills Sector in England:guidance for employers and practitioners[EB/OL][2018-03-04].http://www2.warwick.ac.uk/study/cll/othercourses/teachertraining/stage2/guidance-for-employers-and-practitioners-2013-april1.pdf.
[17]李小丹.德国职业学校教师资格制度研究[D].天津天津大学,2009:21.
[18][23]李梦卿,安培.日本高等职业教育教师入职资格研究[J].现代教育管理,2016(2):72-77.
[19]张光跃.中英职业资格证书教育的比较与借鉴[J]职业技术教育,2003(31):20-23.
[21]查吉德,张宇.中职教师资格制度实施现状调查[J]教育与职业,2010(5):42-44.