英国合格教师专业标准研究
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摘要
当前,国际间激烈的竞争实际是人才的竞争、教育的竞争,而关乎教育质量的决定性因素无疑是教师的素质水平。如何保证和提升教师质量,教师教育的改革是第一要务,从目前来看,标准本位的教师教育改革正成为世界教师教育的主流发展趋势。同时,以专业化的标准要求拓展教师的专业内涵,提升其专业水平,也是时代和现代教育发展对教师素质的需求。但是,目前为止,我国还没有为中小学教师制订一个明确的“标准”,缺少针对教师作为一个专业的普遍性、最基本的素质要求,这已经成为制约我国中小学教师队伍建设的瓶颈。
论文以比较研究的方法,对英国合格教师专业标准做深入探析,学习英国在教师专业标准的制定和实施方面的丰富经验,对我国中小学教师专业标准的开发和实施都具有重要意义。
本研究共分为六个部分：
第一部分导论,主要阐述了本选题的缘由,基于对国内外研究现状的综述和分析,提出了本研究设计,并对相关概念进行了界定和解析。
第二部分梳理了英国合格教师专业标准的演变与发展过程。它的形成与发展大致可以分为三个阶段,内容是逐步细化和完善的。
第三部分呈现了英国合格教师专业标准的具体内容,它是从专业品质、专业认知、专业技能三个维度划分的。
第四部分在明确英国合格教师专业标准的理论基础和分析框架的基础上,对其文本进行分析,涉及标准的价值取向、内容和结构两方面的特征等,并提出了其内容和结构方面存在的不足。
第五部分是英国合格教师专业标准的实效性分析。英国合格教师专业标准的实施,对国家师资队伍的质量、新教师评价机制的实施、职前教师培养与职后教师专业发展等方面的积极影响是显而易见,但是其在实施中也存在一定的问题。
第六部分为启示与借鉴,基于我国中小学教师专业标准的现状和问题,提出一些有针对性的借鉴措施。
At present, international competition is actually the talent competition, education competition, and the decisive factor of the quality of education is undoubtedly in the level of teacher quality. How to ensure and improve the quality of teachers, the teacher education reform is the first importance, on a short view, the standard-based teacher education reform is becoming the mainstream of the world development trend of teacher education. At the same time, expanding the domain knowledge of teachers according to professional standards and improving the professional level are the teacher quality requirements of the times and the modern education development. However, so far, China has not yet developed a clear "standard"for the primary and secondary teachers, the lack of teachers as a professional universality, the most basic quality requirement, which has restricted the construction of China's primary and secondary school teachers.
According to the compare research methods, the paper do in-depth analysis the UK professional standards of qualified teachers, studying the fruitful experience of the establishment and implementation of professional standards for teachers in the UK, which are of great significance to the development and experience of the professional standard of the elementary and secondary teachers in our country.
The study is divided into six parts:
The first part is introduction, mainly explains the reasons of the topic, based on the review and analysis of research situation in home and abroad, put forward this study design, and defines and resolve the related concepts.
PartⅡsorts out the evolution of professional standards and development process of the UK qualified teachers,. Its formation and development can be divided into three stages; the content is gradually refined and improved.
The third part presents the specific content of professional standards of UK qualified teachers, it is divided by the professional quality, professional recognition, and professional skills.
The fourth part based on the concise of the theoretical foundation and analytical framework of the professional standard of the British qualified teachers, involving the text analysis, the standard of value orientation, content and structure of the two characteristics, and proposed the exist deficiencies of its content and structure.
The fifth part is the effective analysis of the professional standards of the UK qualified teachers,. Its implements on the effects of the quality of teachers, the implementation of the new teacher evaluation system, the pre-service teacher training and teacher professional development is active and obvious, but also exist certain problem in the implementation.
Part VI is for the inspiration and reference, which based on the status and problems of the professional standards of our teachers, putting forward some targeted measures.
论文以比较研究的方法,对英国合格教师专业标准做深入探析,学习英国在教师专业标准的制定和实施方面的丰富经验,对我国中小学教师专业标准的开发和实施都具有重要意义。
本研究共分为六个部分：
第一部分导论,主要阐述了本选题的缘由,基于对国内外研究现状的综述和分析,提出了本研究设计,并对相关概念进行了界定和解析。
第二部分梳理了英国合格教师专业标准的演变与发展过程。它的形成与发展大致可以分为三个阶段,内容是逐步细化和完善的。
第三部分呈现了英国合格教师专业标准的具体内容,它是从专业品质、专业认知、专业技能三个维度划分的。
第四部分在明确英国合格教师专业标准的理论基础和分析框架的基础上,对其文本进行分析,涉及标准的价值取向、内容和结构两方面的特征等,并提出了其内容和结构方面存在的不足。
第五部分是英国合格教师专业标准的实效性分析。英国合格教师专业标准的实施,对国家师资队伍的质量、新教师评价机制的实施、职前教师培养与职后教师专业发展等方面的积极影响是显而易见,但是其在实施中也存在一定的问题。
第六部分为启示与借鉴,基于我国中小学教师专业标准的现状和问题,提出一些有针对性的借鉴措施。
At present, international competition is actually the talent competition, education competition, and the decisive factor of the quality of education is undoubtedly in the level of teacher quality. How to ensure and improve the quality of teachers, the teacher education reform is the first importance, on a short view, the standard-based teacher education reform is becoming the mainstream of the world development trend of teacher education. At the same time, expanding the domain knowledge of teachers according to professional standards and improving the professional level are the teacher quality requirements of the times and the modern education development. However, so far, China has not yet developed a clear "standard"for the primary and secondary teachers, the lack of teachers as a professional universality, the most basic quality requirement, which has restricted the construction of China's primary and secondary school teachers.
According to the compare research methods, the paper do in-depth analysis the UK professional standards of qualified teachers, studying the fruitful experience of the establishment and implementation of professional standards for teachers in the UK, which are of great significance to the development and experience of the professional standard of the elementary and secondary teachers in our country.
The study is divided into six parts:
The first part is introduction, mainly explains the reasons of the topic, based on the review and analysis of research situation in home and abroad, put forward this study design, and defines and resolve the related concepts.
PartⅡsorts out the evolution of professional standards and development process of the UK qualified teachers,. Its formation and development can be divided into three stages; the content is gradually refined and improved.
The third part presents the specific content of professional standards of UK qualified teachers, it is divided by the professional quality, professional recognition, and professional skills.
The fourth part based on the concise of the theoretical foundation and analytical framework of the professional standard of the British qualified teachers, involving the text analysis, the standard of value orientation, content and structure of the two characteristics, and proposed the exist deficiencies of its content and structure.
The fifth part is the effective analysis of the professional standards of the UK qualified teachers,. Its implements on the effects of the quality of teachers, the implementation of the new teacher evaluation system, the pre-service teacher training and teacher professional development is active and obvious, but also exist certain problem in the implementation.
Part VI is for the inspiration and reference, which based on the status and problems of the professional standards of our teachers, putting forward some targeted measures.
引文
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[1]陈永明.教师教育课程的国际比较[M](?)北京：教育科学出版社,2002.
[2]郭志明.美国教师专业规范历史研究[M].北京：中国社会科学出版社,2004.
[3]梁忠义,罗正华.教师教育[M].长春：吉林教育出版社,2000.
[4]林崇德.教育的智慧[M].北京：北京师范大学出版社,2007.
[5]教育部师范司．教师专业化的理论与实践(修订版)[M].北京：人民教育出版社,2003.
[6]联合国教科文组织.教育—财富蕴藏其中[M].北京：教育科学出版社,1996.
[7]罗树华,李洪珍.教师能力学[M].济南：山东教育出版社,2000.
[8]佟庆伟,秋实.个体素质结构论[M].北京：中国科学技术出版社,2001.
[9]王斌华.教师评价：绩效管理与专业发展[M].上海：上海教育出版社,2005.
[10]吴伦敦,李莉,黄荣洲,吴红斌.新教师 新挑战 新发展——我国中小学骨干教师素质透视[M].武汉：湖北人民出版社,2004.
[11]中国台湾比较教育学会主编.新世纪的教育挑战与各国的因应策略[M].台北：扬智文化出版社,2000.
[12]中华民国师范教育学会主编.教师的教育信念与专业标准[M].台北：心理出版社,2005.
[13]2002年英国教育法[A].吕达,周满生.当代外国教育改革著名文献(英国卷·第二册)[C].北京：人民教育出版社,2004.
[1]董爱华.英国教师专业标准[J].教育评论,2009(3)：159-161.
[2]董文军.论教师专业化趋势与现代教师的培养和提高[J].陕西师范大学学报(哲学社会科学版)2007(7)：30-33.
[3]傅树京.英国教师资格标准的演变及其价值取向[J].外国教育研究,2008(2)：1-6.
[4]洪明.英国教师教育的变革趋势[J].比较教育研究,2003(4)：58-62.
[5]江峰.教师专业性问题与思考[J].高等师范教育研究,2003(1)：31-37.
[6]蒋亦华.当代中国教师标准之研究[J].教师教育研究,2007(4)：33-36转32.
[7]教师教育课程标准专家组.教师教育课程标准的国际比较研究[J].全球教育展望,2008(9)：25-36.
[8]谌启标.英国教师供给危机及其质量保证[J]．外国教育研究,(2003(1)：57-59.
[9]兰英.英国师资培训新动向及几点启示[J].比较教育研究,1998(1)：25-27.
[10]林雪卿.完善我国教师资格制度应研究的三个问题[J].佳木斯大学学报,2007(6)：76-79.
[11](美)李·S·舒尔曼著,王幼真,刘捷编译.理论、实践与教育的专业化[J].比较教育研究,1999(3)：36-40.
[12]彭茜.三十年来教师专业化的国际回顾与展望[J].外国教育研究,2002(2)：61-64.
[13]任友群,丰继平.东南亚地区教师地位与教师专业发展的形势与策略__对联合国教科文组织报告的解读[J].外国教育研究,2006(1)：76-80.
[14]王泓萱.英国中小学教师评价机制述要[J].教育科学论坛,2009(7)：60-62.
[15]王艳玲,苟顺明.试析英国教师职前教育课程与教学的特征[J].教育科学,2007(1)：78-82.
[16]王艳玲.英国“一体化”教师专业标准框架评析[J].比较教育研究,2007(9)：78-82.
[17]王卓,杨建云．教师专业素质内涵新诠释[J].教育科学,2004(5)：51-53.
[18]魏永红.重视职前教师综合素质的培养——英国DfEE1998(4)号文件及其对提高我国师范教育质量的启示[J].河南师范大学学报(哲学社会科学版)2001(3)：104-106.
[19]郤江波.教师专业化：困境与希望[J].当代教育科学,2007(17)：32-34转37.
[20]许明.英国教师教育专业新标准述评[J].比较教育研究,2007(9)：73-77.
[21](英)杰夫·维替著,刘邦祥译.职业自我管理、国家控制抑或其它——试论英国教师教育的改革措施[J].教师教育研究,2004(3)：68-72.
[22]张民选.办成更好的学校—英国政府发表教育白皮书[J].外国中小学教育,1986(2)：24-25转29页.
[23]钟启泉.教师“专业化”：理念、制度、课题[J]教育研究,2001(12)：12-16.
[24]钟启泉.我国教师教育制度创新的课题[J].北京大学教育评论,2008(3)：46-60.
[25]朱旭东．国外教师教育专业化和认可制度[J].比较教育研究,2001(3)：6-12.
[26]朱旭东.专业化视野中大学化教师教育的十大观点[J].教师教育研究,2005(1)：3-9.
[1]李静.美国国家层面的科学教师专业标准[D].上海：华东师范大学,2009.
[2]李晓刚.英国教师专业化发展现状探析[D].武汉：华中师范大学,2006.
[3]徐美娟.英国教师专业标准研究[D].上海：上海师范大学,2008.
[4]严玉萍.中美教师评价的比较研究[D].上海：华东师范大学,2008.
[5]周曙.我国高校教师专业化过程中的教师资格认证标准研究[D].长沙：湖南农业大学,2006.
[1]Anthony, J. Shinkfield,& Daniel, L. Stufflebeam.Teacher evaluation:Guide to effective practice (Evaluation in Education and Human Services).Boston:Kluwer Academic Publishers,1995.60-64.
[2]Connelly, F. M.,& Clandinin, D. J. Stories of Experience and Narrative Inquiry.Educational Researcher,1990.(5):2-14.
[3]Department for Education and Skills. Performance Management in Schools:Model Performance Management Policy[EB/OL].London:DFES. http://teachernet.gov.uk.2001.
[4]Department of Education and Skills and Teacher Training Agency. Qualifying to Teacher:Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training[EB/OL]. http://www.tda. gov.uk,2002-09-01/2009-09-16.
[5]Dfes Circular 4/98 Teaching; High Standards-Requirements for Courses of Initial Teacher Training[EB/OL]. http://www.dfes.gov.uk/publications/guidance on thelaw/498/contents.html/2009-4-12.
[6]Elbaz, F.Teacher Thinking:A Study of Practical Knowledge.London:Croom Helm,1983.47.
[7]HoodSuzanne.Home-schoolagreements:A truepartnership. SchoolLeadership&Management,1999,19(4):427-440.
[8]Howard Green.Professional Standards for Teachers & School Leaders:A Key to School Improvement.London:Routledge Falmer,2004.
[9]Hoyle, E.'Professionalization and Deprofessional-ization in Education'[A]·in Hoyle, E. and Megar-ry, J. (eds), Professional Development of Teachers:World Yearbook of Education,1980, London:Kogan Pagem,1980.
[10]Jim Graham.Teacher Professionalism and the Challenge of Change.Trentham Books,1999.
[11]Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training [EB/OL]. http://www.tda.gov.uk/upload/resources/pdf/p/professional standards 2008.pdf
[12]Professional Standards for Teachers in England from September 2007[EB/OL]. http://www.tda.gov.uk/upload/resources/pdf/s/standards a4.pdf
[13]Professional Standards for Teachers:Why Sit Still in Your Career[EB/OL]. http://www.tda. gov.uk/upload/resources/pdf/s/standards a4.pdf
[14]Susan Martin,& Chris Cloke.Standards for the Award of Qualified Teacher Status Reflections on Assessment Implications.Assessment & Evaluation in Higher Education,2000.Vol.25(2):183-190.
[15]TDA.All tests 2006-2007[EB/OL]. http://www.tda.gov.uk/partners/datasurveys/skillstestsresults/alltests.aspx,2009-05-20.
[16]Training and Development for Schools Agency (TDA).Qualified Teacher Standards[EB/OL]. http://www.tda.gov.uk/teachers/professionalstandards/currentprofessionalstan-dards/qtsstandards.aspx.
[17]1998 CHAPTER 30,Teaching and Higher Education Act 1998[S].
①中华民国师范教育学会主编.教师的教育信念与专业标准[M].台北：心理出版社,2005.
②董爱华．英国教师专业标准[J].教育评论,2009(3)：159-161.
③洪明.英国教师教育的变革趋势[J].比较教育研究,2003(4)：58-62．
①李晓刚．英国教师专业化发展现状探析[D].武汉：华中师范大学,2006.
②王艳玲.英国“一体化”教师专业标准框架评析[J].比较教育研究,2007(9)：78-82.
③许明.英国教师教育专业新标准述评[J]．比较教育研究,2007(9)：73-77.
④傅树京．英国教师资格标准的演变及其价值取向[J]．外国教育研究,2008(2)：1-6.
① Dfes Circular 4/98 Teaching; High Standards-Requirements for Courses of Initial Teacher Training[EB/OL]. http://www.dfes.gov.uk/publications/guidance on the law/4_98/contents.html/2009-4-12.
①中国台湾比较教育学会主编.新世纪的教育挑战与各国的因应策略[M].台北：扬智文化出版社,2000.194.
③ Department of Education and Skills and Teacher Training Agency.Qualifying to Teacher:Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training[EB/OL]. http://www.tda.gov.uk,2002-09-01/2009-09-16.
②(英)杰夫·维替著,刘邦祥译.职业自我管理、国家控制抑或其它——试论英国教师教育的改革措施[J].教师教育研究,2004(3)：68-72.
⑤ Howard Green.Professional Standards for Teachers&School Leaders:A Key to School ImprovementLondon:Routledge Falmer,2004.
① Elbaz, F.Teacher Thinking:A Study of Practical Knowledge.London:Croom Helm,1983.47.转引自：石生莉.教师实践知识研究[J].教育理论与实践,2005(5)：20-22.
② Connelly,F.M.,& Clandinin,D.J.Stories of Experience and Narrative Inquiry.Educational Researcher, 1990.(5):2-14.转引自：李琼,倪玉菁.西方不同路向的教师知识研究述评[J].比较教育研究,2006(6)：76-81.
③ Anthony J. Shinkfield,& Daniel L. Stufflebeam.Teacher evaluation:Guide to effective practice (Evaluation in Education and Human Services).Boston:Kluwer Academic Publishers,1995.60-64.
④ Susan Martin,& Chris Cloke.Standards for the Award of Qualified Teacher Status:Reflections on Assessment Implications.Assessment & Evaluation in Higher Education,2000.Vol.25(2):183-190.
① Jim Graham.Teacher Professionalism and the Challenge of Change.Trentham Books,1999.
①彭茜.三十年来教师专业化的国际回顾与展望[J].外国教育研究,2002(2)：61-64.
②任友群,丰继平.东南亚地区教师地位与教师专业发展的形势与策略__对联合国教科文组织报告的解读[J].外国教
育研究,2006(1)：76-80．
①李晓刚.英国教师专业化发展现状探析[D].武汉：华中师范大学,2006：8.
①张民选.办成更好的学校—英国政府发表教育白皮书[J].外国中小学教育,1986(2)：24.
②朱旭东.国外教师教育专业化和认可制度[J].比较教育研究,2001(3)：11.
③(英)杰夫．维替著,刘邦译．职业自我管理、国家控制抑或其它——试论英国教师教育的改革措施[J].教师教育研究，2004(3)：70.
①兰英.英国师资培训新动向及几点启示[J].比较教育研究,1998(1)：25
②兰英.英国师资培训新动向及几点启示[J].比较教育研究,1998(1)：25.
③梁忠义,罗正华.教师教育[M].长春：吉林教育出版社,2000.352.
④谌启标.英国教师供给危机及其质量保证[J]．外国教育研究,(2003(1)：59
①徐美娟.英国教师专业标准研究[D].上海：上海师范大学,2008.22.
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③魏永红.重视职前教师综合素质的培养——英国DfEE1998(4)号文件及其对提高我国师范教育质量的启示[J].河南师范大学学报(哲学社会科学版)2001(3)：105.
④陈永明.教师教育课程的国际比较[M].北京：教育科学出版社,2002.59
⑤ Department of Education and Skills and Teacher Training Agency.Qualifying to Teacher:Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training[EB/OL]. http://www. tda.gov. uk,2002-09-01/2009-09-16.
①2002年英国教育法[A].吕达,周满生.当代外国教育改革著名文献(英国卷·第二册)[C].北京：人民教育出版社,2004．285,285-286.
① Hoyle, E.'Professionalization and Deprofessional-ization in Education'[A]in Hoyle, E. and Megar-ry, J. (eds), Professional Development of Teachers:World Yearbook of Education,1980, London:Kogan Pagem,1980.转引自：张贵新.对教师专业化的理念、现实与未来的探讨[J].外国教育研究,2002(2)：52.
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②吴伦敦,李莉,黄荣洲,吴红斌.新教师新挑战新发展——我国中小学骨干教师素质透视[M].武汉：湖北人民出版社，2004.49.
③钟启泉.我国教师教育制度创新的课题[J].北京大学教育评论,2008(3)：52.
④教师教育课程标准专家组.教师教育课程标准的国际比较研究[J].全球教育展望,2008(9)：28.
① Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training [EB/OL]. http://www.tda.gov.uk/upload/resources/pdf/p/professional_standards_2008.pdf.
① Hood Suzanne.Home-school agreements:A true partnership[J].SchoolLeadership & Management,1999,19(4):427-440.
② Professional Standards for Teachers in England from September 2007[EB/OL]. http://www.tda.gov.uk/upload/resources/pdf/s/standards_a4.pdf.
①李静.美国国家层面的科学教师专业标准[D].上海：华东师范大学,2009.
① Professional Standards for Teachers:Why Sit Still in Your Career[EB/OL]. http://www.tda. gov.uk/upload/resources/pdf/s/standards_a4.pdf.
②王斌华.教师评价：绩效管理与专业发展[M].上海：上海教育出版社,2005.65.
①江峰.教师专业性问题与思考[J].高等师范教育研究,2003(1)：32.
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②周曙．我国高校教师专业化过程中的教师资格认证标准研究[D].长沙：湖南农业大学,2006.17.
③(美)李·S·舒尔曼著,王幼真,刘捷编译.理论、实践与教育的专业化[J].比较教育研究,1999(3)：37.
④联合国教科文组织.教育—财富蕴藏其中[M].北京：教育科学出版社,1996.134-135.
①严玉萍.中美教师评价的比较研究[D].上海：华东师范大学,2008.101.
②王卓,杨建云．教师专业素质内涵新诠释[J].教育科学,2004(5)：53.
① TDA.All tests 2006-2007[EB/OL]. http://www.tda.gov.uk/partners/datasurveys/skillstestsresults/alltests.aspx,2009-05-20.
②王泓萱.英国中小学教师评价机制述要明.教育科学论坛,2009(7)：60.
① 1998 CHAPTER 30,Teaching and Higher Education Act 1998[S].
② Department for Education and Skills. Performance Management in Schools:Model Performance Management Policy[EB/OL].London:DFES. http://teachernet.gov.uk.2001.
③ Training and Development for Schools Agency (TDA).Qualified Teacher Standards[EB/OL] http://www.tda.gov.uk/teachers/professionalstandards/currentprofessionalstan-dards/qtsstandards.aspx.转引自：王艳玲 英国“一体化”教师专业标准框架评析[J].比较教育研究,2007(9)：80.
④王艳玲,苟顺明.试析英国教师职前教育课程与教学的特征[J].教育科学,2007(1)：79
①蒋亦华.当代中国教师标准之研究[J].教师教育研究,2007(4)：34.
②林崇德．教育的智慧[M].北京：北京师范大学出版社,2007.23-24.
①罗树华,李洪珍.教师能力学[M].济南：山东教育出版社,2000.25
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①朱旭东.专业化视野中大学化教师教育的十大观点[J]．教师教育研究,2005(1)：8.
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[2]郭志明.美国教师专业规范历史研究[M].北京：中国社会科学出版社,2004.
[3]梁忠义,罗正华.教师教育[M].长春：吉林教育出版社,2000.
[4]林崇德.教育的智慧[M].北京：北京师范大学出版社,2007.
[5]教育部师范司．教师专业化的理论与实践(修订版)[M].北京：人民教育出版社,2003.
[6]联合国教科文组织.教育—财富蕴藏其中[M].北京：教育科学出版社,1996.
[7]罗树华,李洪珍.教师能力学[M].济南：山东教育出版社,2000.
[8]佟庆伟,秋实.个体素质结构论[M].北京：中国科学技术出版社,2001.
[9]王斌华.教师评价：绩效管理与专业发展[M].上海：上海教育出版社,2005.
[10]吴伦敦,李莉,黄荣洲,吴红斌.新教师 新挑战 新发展——我国中小学骨干教师素质透视[M].武汉：湖北人民出版社,2004.
[11]中国台湾比较教育学会主编.新世纪的教育挑战与各国的因应策略[M].台北：扬智文化出版社,2000.
[12]中华民国师范教育学会主编.教师的教育信念与专业标准[M].台北：心理出版社,2005.
[13]2002年英国教育法[A].吕达,周满生.当代外国教育改革著名文献(英国卷·第二册)[C].北京：人民教育出版社,2004.
[1]董爱华.英国教师专业标准[J].教育评论,2009(3)：159-161.
[2]董文军.论教师专业化趋势与现代教师的培养和提高[J].陕西师范大学学报(哲学社会科学版)2007(7)：30-33.
[3]傅树京.英国教师资格标准的演变及其价值取向[J].外国教育研究,2008(2)：1-6.
[4]洪明.英国教师教育的变革趋势[J].比较教育研究,2003(4)：58-62.
[5]江峰.教师专业性问题与思考[J].高等师范教育研究,2003(1)：31-37.
[6]蒋亦华.当代中国教师标准之研究[J].教师教育研究,2007(4)：33-36转32.
[7]教师教育课程标准专家组.教师教育课程标准的国际比较研究[J].全球教育展望,2008(9)：25-36.
[8]谌启标.英国教师供给危机及其质量保证[J]．外国教育研究,(2003(1)：57-59.
[9]兰英.英国师资培训新动向及几点启示[J].比较教育研究,1998(1)：25-27.
[10]林雪卿.完善我国教师资格制度应研究的三个问题[J].佳木斯大学学报,2007(6)：76-79.
[11](美)李·S·舒尔曼著,王幼真,刘捷编译.理论、实践与教育的专业化[J].比较教育研究,1999(3)：36-40.
[12]彭茜.三十年来教师专业化的国际回顾与展望[J].外国教育研究,2002(2)：61-64.
[13]任友群,丰继平.东南亚地区教师地位与教师专业发展的形势与策略__对联合国教科文组织报告的解读[J].外国教育研究,2006(1)：76-80.
[14]王泓萱.英国中小学教师评价机制述要[J].教育科学论坛,2009(7)：60-62.
[15]王艳玲,苟顺明.试析英国教师职前教育课程与教学的特征[J].教育科学,2007(1)：78-82.
[16]王艳玲.英国“一体化”教师专业标准框架评析[J].比较教育研究,2007(9)：78-82.
[17]王卓,杨建云．教师专业素质内涵新诠释[J].教育科学,2004(5)：51-53.
[18]魏永红.重视职前教师综合素质的培养——英国DfEE1998(4)号文件及其对提高我国师范教育质量的启示[J].河南师范大学学报(哲学社会科学版)2001(3)：104-106.
[19]郤江波.教师专业化：困境与希望[J].当代教育科学,2007(17)：32-34转37.
[20]许明.英国教师教育专业新标准述评[J].比较教育研究,2007(9)：73-77.
[21](英)杰夫·维替著,刘邦祥译.职业自我管理、国家控制抑或其它——试论英国教师教育的改革措施[J].教师教育研究,2004(3)：68-72.
[22]张民选.办成更好的学校—英国政府发表教育白皮书[J].外国中小学教育,1986(2)：24-25转29页.
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