教师专业标准研究
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摘要
教师专业标准是确立和提升教师专业地位的重要前提,是评价教师教学质量的必要依据;建立客观、科学的教师专业标准是教学成为一门专业的基本标志:教师专业标准还是建立教师教育标准体系的核心内容。有鉴于此,自20世纪80年代以来,教师专业标准研究与开发日益受到国际社会的关注,并成为世界教师教育改革与教师专业发展领域的一大热点。我国学术界真正关注教师专业标准问题始于2003年在华东师范大学召开的联合国教科文组织亚太地区“教师专业标准研制专家会议”,之后通过年度性的“国际教师教育论坛”这一高端国际教师教育创新平台的推动而日益引起政府、学界及广大一线教育管理者和实践者的关注。当前,构建我国科学的教师专业标准体系已经势在必行。
论文以比较研究的方法,通过国际案例的视角,对教师专业标准进行比较研究,以期对我国的教师专业标准的开发与实施,并据此促进教师专业发展,真正提高学校教育质量提供借鉴。
全文共分七章。第一章导言,交待研究的背景、意义和本研究的方法论。第二章分析教师专业标准的政策框架,旨在厘清教师专业标准的内涵、教师专业标准的划分维度以及可能的类型;在此基础上,分析了教师专业发展阶段与专业标准的构成要素、发展高质量教学与构建教学标准的基本要求。教师专业标准有通用和具体之分,因此,第三、四章对美、英、法、澳、新、越六国的通用教师专业标准案例进行探讨;第五章以科学学科为例,对美、澳、菲三国学科教师专业标准案例进行研究。要使科学的教师专业标准在实践中发挥应有的作用,还需要落到实践中加以贯彻与执行,因此,论文第六章基于美国和新西兰的实践案例,探讨教师专业标准实施的两大策略:建立基于标准的教师专业发展制度和基于标准的教师绩效管理制度。基于国际案例的分析与研究,论文第七章阐述了对我国教师专业标准构建的思考,在分析国际教师专业标准开发趋势以及对我国的启示基础上,论文尝试提出了构建我国教师专业标准的五点要求:第一,关注教师专业标准的国际性与本土性;第二,体现教师专业标准的阶段性和终身性;第三,兼顾教师专业标准的基础性与引领性;第四,研究制定教师及教育专业标准体系;第五,建立并完善基于标准的教师专业发展与绩效管理制度。
Teacher professional standards are the premise for establishing and improving the professional status of teachers, and the essential evidence of evaluating their teaching quality; setting up the objective and scientific professional standards is the basal sign for teaching as a profession; it is also the core content to establish the standard system of teacher education. Therefore, Studying and developing teacher professional standards has been a highlight in international society since 1980s. While in China, the interest and concern on teacher professional standards arose from the Asia-Pacific Expert Meeting on Teacher Professional Standards held at East China Normal University in 2003 and through International Forum on Teacher Education, the largest annual international platform for teacher education innovation. It is imperative currently in China to initiate the international comparative study and joint development on teacher professional standards.
This dissertation aims to discuss the teacher professional standards based on international cases through the method of comparative study and try to conclude its possible implications for the development of teacher professional standards in China, which holds the largest population on teaching force.
The whole dissertation is divided into seven chapters as follows: The introduction chapter shows the context, importance and methodology of this research. The second one focuses on the policy framework of teacher professional standards, aiming to determine the intension of teacher professional standards, its dimensions and possible types as well as the basic requirements of developing high quality teacher professional standards. Teacher professional standards can be divided into generic and specified, through this dimension, Chapter Three, Four and Five discuss the generic teacher professional standards with six countries' cases and the specified teacher professional standards with three countries' cases, and analysis the cases' backgrounds, contents and main features according to the method of comparative study. It is only the first step for us to develop the teacher professional standards; it is also important to implement the developed standards into practice, therefore Chapter Six discusses two possible implementation strategies, i.e. establishing standard-based teacher professional development system and teacher performance management systems. Based on the above international cases, Chapter Seven is the implications to construct the system of teacher professional standards in China from international cases' study. It tries to draw up five suggestions on teacher professional standards constructing in China: developing the teacher professional standards with considering of the feature of international perspectives and local context; different career stages and life-long progress; the basic benchmark and future orientation; system designing of education professional standards based on research; implementing the teacher professional development system as well as performance management system based on teacher professional standards.
论文以比较研究的方法,通过国际案例的视角,对教师专业标准进行比较研究,以期对我国的教师专业标准的开发与实施,并据此促进教师专业发展,真正提高学校教育质量提供借鉴。
全文共分七章。第一章导言,交待研究的背景、意义和本研究的方法论。第二章分析教师专业标准的政策框架,旨在厘清教师专业标准的内涵、教师专业标准的划分维度以及可能的类型;在此基础上,分析了教师专业发展阶段与专业标准的构成要素、发展高质量教学与构建教学标准的基本要求。教师专业标准有通用和具体之分,因此,第三、四章对美、英、法、澳、新、越六国的通用教师专业标准案例进行探讨;第五章以科学学科为例,对美、澳、菲三国学科教师专业标准案例进行研究。要使科学的教师专业标准在实践中发挥应有的作用,还需要落到实践中加以贯彻与执行,因此,论文第六章基于美国和新西兰的实践案例,探讨教师专业标准实施的两大策略:建立基于标准的教师专业发展制度和基于标准的教师绩效管理制度。基于国际案例的分析与研究,论文第七章阐述了对我国教师专业标准构建的思考,在分析国际教师专业标准开发趋势以及对我国的启示基础上,论文尝试提出了构建我国教师专业标准的五点要求:第一,关注教师专业标准的国际性与本土性;第二,体现教师专业标准的阶段性和终身性;第三,兼顾教师专业标准的基础性与引领性;第四,研究制定教师及教育专业标准体系;第五,建立并完善基于标准的教师专业发展与绩效管理制度。
Teacher professional standards are the premise for establishing and improving the professional status of teachers, and the essential evidence of evaluating their teaching quality; setting up the objective and scientific professional standards is the basal sign for teaching as a profession; it is also the core content to establish the standard system of teacher education. Therefore, Studying and developing teacher professional standards has been a highlight in international society since 1980s. While in China, the interest and concern on teacher professional standards arose from the Asia-Pacific Expert Meeting on Teacher Professional Standards held at East China Normal University in 2003 and through International Forum on Teacher Education, the largest annual international platform for teacher education innovation. It is imperative currently in China to initiate the international comparative study and joint development on teacher professional standards.
This dissertation aims to discuss the teacher professional standards based on international cases through the method of comparative study and try to conclude its possible implications for the development of teacher professional standards in China, which holds the largest population on teaching force.
The whole dissertation is divided into seven chapters as follows: The introduction chapter shows the context, importance and methodology of this research. The second one focuses on the policy framework of teacher professional standards, aiming to determine the intension of teacher professional standards, its dimensions and possible types as well as the basic requirements of developing high quality teacher professional standards. Teacher professional standards can be divided into generic and specified, through this dimension, Chapter Three, Four and Five discuss the generic teacher professional standards with six countries' cases and the specified teacher professional standards with three countries' cases, and analysis the cases' backgrounds, contents and main features according to the method of comparative study. It is only the first step for us to develop the teacher professional standards; it is also important to implement the developed standards into practice, therefore Chapter Six discusses two possible implementation strategies, i.e. establishing standard-based teacher professional development system and teacher performance management systems. Based on the above international cases, Chapter Seven is the implications to construct the system of teacher professional standards in China from international cases' study. It tries to draw up five suggestions on teacher professional standards constructing in China: developing the teacher professional standards with considering of the feature of international perspectives and local context; different career stages and life-long progress; the basic benchmark and future orientation; system designing of education professional standards based on research; implementing the teacher professional development system as well as performance management system based on teacher professional standards.
引文
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3 同上。
1 Ingvarson,L.Professional Development as the Pursuit of Professional Standards:the Standard-based Professional System.Teacher and Teacher Education.1998(1).
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1 Ingvarson,L.Professional Development as the Pursuit of Professional Standards:the Standard-based Professional System.Teacher and Teacher Education.1998(1).
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2 同上,第6页。
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3 同上,第85页。
1 林清江主编:《比较教育》,五南图书出版公司1982年版,第255页。
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1 Ingvarson,L.C.(2002,May)ACER Policy Briefs Issue 1:Development of a National Standards Framework for the Teaching Profession.An Issue paper prepared for the MCEETYA Taskforce on Teacher Quality and Educational Leadership.Camberwell:Australian.
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1 Invargson,L(2000),Development of a national standards framework for the teaching profession,Australian Council for Educational Rosearch,Melbourne.
2 L.S.Schulman.Knowledge and Teaching:Foundations of the New Reform.Harvard Educational Review,
1 转引自Invargson,L(2000),Development of a national standards framework for the teaching profession,Australian Council for Educational Research,Melbourne.
2 Lawrence lngvarson.Development of a National Standards Framework for the Teaching Profession.Australian Council for Educational Research Policy Briefs.Issue 1,2002,p.6.
1 Lawrence Ingvarson.Development of a National Standards Framework for the Teaching Profession.Australian Council for Educational Research Policy Briefs.Issue 1,2002,p.6.
1 参见美国国家专业教学标准委员会地官方网站[EB/OL].Http://www.nbts.org/about/index.Cfm.
1 Tallerico,Marilyn.Supporting and Sustaining Teachers' Professional Development.Thousand Oaks,CA:Corwin Press.2005.Pp38-51.
2 York-Barr,J.,Sommers,W.,Ghere,G.,& Montie,J.Reflective Practice to Improve Schools.Thousand Oaks,CA:Corwin Press.2001.
1 Fullan,M.The New Meaning of Educational Change(3rd ed.).New York:Teachers College Press.2001.
2 Dana,N.,& Yendol-Silva,D.The Reflective Educator's Guide to Classroom Research.Thousand Oaks,CA:Corwin Press.2003.
3 http://www.ncate.org/
1 http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/
1 http://www.nbpts.org/the_standards/the_five_core_propositio
1 王承绪著:《英国教育》,吉林教育出版社2000年版,第258页。
1 National Standards for Headteachers.Http://publications.teachernet.gov.uk/eOrderingDownload/NS4HFinalpdf.
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4 教育部师范司组织编写:《教师专业化的理论与实践》,人民教育出版社2003年版,第105页。
1 转引自杨思伟等著:《建构台湾教师在职进修体系之研究.》,http://www3.nccu.edu.tw/~mujinc /conference/4-27.
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2 姚琳著:《英国合格教师资格标准探析》,西南师范大学2005年硕士论文,第25页。
1 汪凌:《法国中小学教师专业能力标准述评》,《全球教育展望》,2006年第2期。
1 Lawrence Ingvarson(2002),Development of a National Standards Frameworks for the Teaching Profession.
2 张文军、朱艳:《澳大利亚全国教师专业标准评析》,《全球教育展望》2007年第4期。
1 《中华人民共和国教师法·教师资格条例》,法律出版社,2003年7月第1版。
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1 郭宝仙:“新西兰教师专业标准述评”,出自周南照主编:《教师专业标准研究导论与国际案例》,教育科学出版社2008年版(即出)。
1 郭元婕:“美国科学教师的专业标准”,《中国教育报》2008年1月14日第8版。
1 National Board for Professional Teaching Standards:What Teachers Should Know and Be Able to Do,from http//www.nbpts.org.
2 National Board for Professional Teaching Standards:National Board Certification,from http//www.nbptsorg.
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2 Teacher Education Council,Department of Education,and Commission on Higher Education.Experimental Learning Course Handbook.DAP Building,Pasig City,2007.
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1 M.Tan.Effective Science Teacher Professional Standards in Philippines,Proceedings of the 3rd International Forum on Teacher Education,Shanghai,China,2007.
1 L.S.Schulman.Knowledge and Teaching:Foundations of the New Reform.Harvard Educational Review,1987(1):1-22.
1 Pamela Keating.Redesign Teacher Standards for Tomorrow Students.Proceedings on the 3rd International Forum on Teacher Education.Shanghai:International Center of Teacher Education,East China Normal University,2007.
2 Lawrence Ingvarson.Professional Development as the Pursuit of Professional Standards:the Standard-based Professional System,Teacher and Teacher Education.1998.1.
1 National Council for the Teaching of Mathematics(NCTM),Professional Standards for Mathematics Education,1991.
2 Ingvarson,L.Professional Development as the Pursuit of Professional Standards:the Standard-based Professional System.Teacher and Teacher Education.1998(1).
3 同上。
1 Ingvarson,L.Professional Development as the Pursuit of Professional Standards:the Standard-based Professional System.Teacher and Teacher Education.1998(1).
2 同上。
1 Ingvarson,L.Professional Development as the Pursuit of Professional Standards:the Standard-based Professional System.Teacher and Teacher Education.1998(1).
1 Ingvarson,L.Professional Development as the Pursuit of Professional Standards:the Standard-based Professional System.Teacher and Teacher Education.1998(1).
2 参见美国国家专业教学标准委员会的官方网站.http://www.nbpts.org/about/index.cfm.
1 参见美国国家专业教学标准委员会的官方网站.http://www.nbpts.org.
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3 王艳玲:《英国“一体化”教师专业标准框架述评》,《比较教育研究》2007年第9期。
1 Stolle,Cheryl.et al.Implementing Portfolios in a Teacher Education Program.Issues in Teacher Education;Fall2005,Vol.14 Issue 2,p25-43
2 Evans,Sam et al.The Use of Technology in Portfolio Assessment of Teacher Education Candidates Journal of Technology & Teacher Education;2006,Vol.14 Issue 1,p5-27
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2 同上,第108页。
1 王艳玲:《英国“一体化”教师专业标准框架述评》,《比较教育研究》2007年第9期.
1 李·S.舒尔曼著,王幼真、刘捷编译:《理论、实践与教育的专业化》,《比较教育研究》1999年第3期。
1 Department for education and skills& Training and Development for schools Agency(TDA).Professional standards framework for teachers[DB/OL].http://www.tda.gov.uk/teachers/professionalstandards.aspx,2006-11-08/2006-11-19
1 Alan Reid,Michael O'Donoghut.Revisiting enquiry-based teacher education in neo-liberal times.Teaching and Teacher Education 20(2004)559-570
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