关于"教师职业专业化"概念的思考

目前国内对"教师职业专业化"的认识还处于初始阶段,对"教师职业专业化"概念的还模糊不清,给当前教师教育理论研究与实践都带来较大的影响和困难."教师职业专业化"要求选择教师职业的人具备教师素质,包括以教师职业道德为基础的教育理念、教学经验、教学方法等个人的教育教学能力.明确认识"教师职业专业化"的内涵,以利教师教育事业健康发展.     

关于“教师职业专业化”概念的思考

目前国内对“教师职业专业化”的认识还处于初始阶段,对“教师职业专业化”概念的还模糊不清,给当前教师教育理论研究与实践都带来较大的影响和困难。“教师职业专业化”要求选择教师职业的人具备教师素质,包括以教师职业道德为基础的教育理念、教学经验、教学方法等个人的教育教学能力。明确认识“教师职业专业化”的内涵,以利教师教育事业健康发展。     

教师工作专业化:理念与行动

教师工作专业化是当前世界师范教育改革和发展中所面临的核心问题。为保证教师具有较高的专业认同感、专业自主性和持续的专业成长 ,需构建教师专业知识基础、发展专业技能和专业情感。我国高等师范教育 ,应以专业化为导向 ,通过将科研引入教学过程、整合课程结构和强化实习工作等举措来深化教学改革     

剖析教师专业自主的内涵

衡量一门专业的核心特征之一是从业者能够享有专业自主,作为一门专业的教师职业,教师在多大程度上享有专业自主,影响着教师专业化水平的高低。文章在界定专业特征的基础上剖析了教师专业自主的内涵,认为教师专业自主具有自由性、自律性、创造性、合法性、伦理性等特征。     

教师专业标准及其达成:以中国为例

廓清教师专业的内涵、标准及其达成状况,关乎教师教育改革发展大计。专业即专门性职业,成熟专业的标准是:运用专门的知识与技能,强调服务的理念和伦理,经过长期的培养与训练,需要持续的学习与进步,享有有效的专业自治,形成坚强的专业团体。拿上述标准检视,当前教师专业正处在迈向成熟专业的途中。中国的教师教育起步较晚,与发达国家相比,教师专业化尚处在低中级阶段。新世纪的中国教师教育,需要以教师专业化为改革取向,比照着教师专业标准的要求,从理念意识、政策体制、教师个体三个层面予以整合策划,进行全面、协调、优良的改革。     

Decision-making and control: perceived autonomy of teachers in Germany and Sweden

Teacher autonomy has become an increasingly popular research topic over the past decade, reflecting wider national and global education trends. In this light, this article investigates and compares the perceptions of German and Swedish teachers concerning their professional autonomy. We analyse teachers’ perceptions using a grid, and view teacher autonomy as a multidimensional phenomenon taking place in different domains (educational, social, developmental and administrative) and at different levels (classroom, school, profession). The findings show that the teachers interviewed in Germany and Sweden value autonomy in various domains and dimensions differently, even if there also are many similarities. In instruction, that is, the educational autonomy domain, they perceive themselves to be very autonomous, in particular in relation to choices of content and method. Autonomous work in the classroom arena is also seen as the very core of the teaching profession. Overall, German teachers perceive themselves to be significantly involved in more areas of their work, and they refer much more to decisions which are to be made, whereas their Swedish colleagues are more concerned about control. Finally, we discuss the findings in relation to different nation-specific forms of extended or restricted autonomy teacher autonomy.     

教师专业发展的内在机制与外部促进

教师专业发展是关于教师发展认识转型过程中产生的新观念,一方面体现了教师劳动的专业性,另一方面体现了教师发展的专业自觉性、主动性与创造性。教师专业发展的内在机制源自构成教师素养的各要素在教师的日常生活中的互动与生成。校本培训是教师以工作岗位为基地,以学校为现场,将自身工作、学习、研究与发展紧密结合的有效的专业发展途径。教师专业发展需要辅之以资格证书制度、聘任制度、教师教育机构认可制度、教师教育课程鉴定制度、教师教育质量评估制度等相关制度保障。相比之下,国外教师专业发展的理论研究与实践探索起步较早,已取得的理论成果与实践经验是促进我国教师专业发展过程中可资借鉴的重要资源．     

Autonomy through pedagogical research

This qualitative study describes a new professional stance, teacher as pedagogical researcher, provides a rationale for its emergence, demonstrates connections of pedagogical research to autonomy in teaching through the words and lived experiences of teacher researchers, and presents implications for teacher professional development and for teacher education programs in promoting autonomy through pedagogical research. A hermeneutic phenomenological theme analysis of interviews with three teacher researchers revealed seven themes of autonomy through pedagogical research.     

美国NBPTS优秀教师专业标准与评估

美国国家专业教学标准委员会（NBPTS）是美国权威的中小学优秀教师认证机构,它制定了中小学各学科优秀教师专业标准,建立了优秀教师评估体系,极大地提高了美国基础教育的教师素质。这对我国教师专业化发展有着重要的借鉴意义,我们应充分认识教师素质在课程改革中的重要性,建立科学合理的教师评价机制,走以标准推动教师专业化发展之路。     

Contextualizing Teacher Autonomy in time and space: a model for comparing various forms of governing the teaching profession

This study aims to develop a model for comparing different forms of teacher autonomy in various national contexts and at different times. Understanding and explaining local differences and global similarities in the teaching profession in a globalized world require conceptions that contribute to further theorization of comparative and international education. Drawing on a governance perspective and building on considerations of curriculum evaluation, the study argues that teacher autonomy is a crucial factor that has to be conceptualized in its national and historical contexts. It presents an examination of the teaching profession from both an institutional and service perspective. In both perspectives, teacher autonomy, framed by curriculum evaluation, can be regarded as both extended and restricted, but not necessarily at the same time. This point of view enables us to discuss different forms of autonomy in relation to each other. To support this idea, the study discusses cases of teachers in various contexts of time and space.     

论自我调适型教师专业成长观

教师教育是专业教育,促使教师专业成长是教师教育系统的核心使命,其终极目的是练就教师的专业技艺。教师专业成长是作为实践者的教师在应对教育实践问题中重构专业自我的过程。自我调适型专业成长观是继知能增长观与指导力训练观之后的第三种教师专业成长观,教育情境、实践环流、实践性理论构成了该专业成长观的三个支撑点,关注实践逻辑是其重要特征。     

Explicit and implicit perspectives on research-based teacher education: newly qualified teachers’ experiences in Finland

Much of the international debate and research on teacher education has centred on how the preparation of teachers should be organised. In contrast to many other countries, teacher education in Finland has been university-based for decades and has a strong research-based approach. This inductive study describes newly qualified teachers’ (NQTs) experiences of research-based teacher education. The study uses data from semi-structured interviews with 10 newly qualified primary school teachers that were conducted in 2016, directly after they had finished their master’s degrees but had not yet begun to work as teachers. A qualitative content analysis identified three main knowledge areas that describe NQTs’ experiences: personal development, teacher professional competence and research competence. The results demonstrate that students in research-based teacher education gain a solid basis for their future teacher profession, as well as experiencing legitimacy and a high level of status in society. Their education encourages them to become innovative and professional teachers who are prepared to honour the trust and autonomy given to them by society.     

一块金币的两面:师范性和学术性之争何时休--兼论综合性大学教师培养的专业性

学术性与师范性之争是综合性大学教师培养的“斯可尼芬”之迷。怎样解答这个争论百年的“热门话题”呢?只有坚持和提倡教师专业化,把二者作为教师专业性———这一块金币的两面,才能促进问题的解决,也才能促进教师专业的发展。教师培养的学术性与师范性实际是教师专业性的两个极端,在两极之间有许多中间状态,不同时期可以根据社会、经济、文化等因素和培养目标的不同而有所侧重。可以通过大学化、专业发展学校、案例教学、建立专业学院等措施,促进综合性大学教师培养的专业性的发展。     

"教师专业化"运动及其述评

教师专业化及其发展已引起各国家的关注。教师专业化运动包括对“专业”、“教师专业化”与“教师专业发展”及其特征等基本理论的探讨。“教师是一种专业”的观念已得到绝大多数人的认可,并且正在成为一门重要的专业。教师职业所具有专业的特征,决定了教师教育或教师培训的发展方向就是要提高教师职业的专业化。     

Perception of teacher education and professional identity among novice teachers

This study examines student teachers’ perceptions of teacher education and its contribution to their professional life, when they become novice teachers during their internship period. The sample comprised 97 student teachers in their fourth year of studies for a BEd degree. Data were collected through questionnaires which included both a structured and an open‐ended part, with regard to five aspects of the teaching profession and teacher education: motivation for teaching, conceptions of teaching–learning, roles of teachers, components of teacher education, and agents of training. Prominent among the findings regarding the motivational aspects of teaching, is a perception of the profession as granting intrinsic rewards. Teaching is perceived as according self‐realisation, providing a sense of purpose and mission, and enabling lifelong development. The component perceived as most important to the teacher’s role is delivering universal values. Findings regarding perception of learning–teaching processes reveal a preference for a constructivist approach.     

Alternative Routes to Teaching in Secondary Education in The Netherlands

In recent years teacher education colleges have started to offer more alternative routes to teaching in secondary education. The development is a response to teacher shortages but also to a change in thinking about teaching as a profession, professional learning and the school as site of learning. Three alternative routes were studied. The characteristics of the new students and the way teacher colleges adapt their programmes to these new students are discussed. The alternative teacher education programmes realise characteristics of 'work-based learning' to a certain extent, but not yet fully. Alternative routes are a promising development in teacher education, opening new opportunities to enter teaching, and marking a change in the role of schools as important environment of teachers' professional learning.     

Primary advisory teachers: Their value and their prospects

The article explores the issue of teacher autonomy in relation to its potential for freedom or control. It examines the concept of empowerment as applied to education, arguing that, although it is traditionally cast as a means of achieving autonomy, an alternative approach sees empowerment as part of the disciplinary apparatus of late modern governance. In exploring these issues, the article covers ideas such as critical education, the reflective practitioner and personal effectiveness from the view of teacher autonomy as emancipatory; and self-surveillance, disciplinary regimes and pedagogic identity from the perspective of control. The article concludes that the appeal of teacher autonomy to the profession must be tempered by the recognition that it has the ability to both liberate and deceive.     

Beyond ‘what works’: understanding teacher identity as a practical and political tool

Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity. Increasingly, technical-rational understandings of teachers’ work and ‘role’ are privileged in policy and public discourse over more nuanced and holistic approaches that seek to understand teacher professional identity – what it is to ‘be’ a teacher. This article seeks to offer an alternative view, presenting the idea that an understanding of the processes by which teacher professional identity is formed and mediated is central to understanding the professional learning and development needs of teachers and advancing a richer, more transformative vision for education. I argue that instrumentalist notions of teachers’ work embedded in neo-liberal educational agendas such as those currently being advanced in many western countries offer an impoverished view of the teaching profession and education more broadly, and suggest that the concept of teacher professional identity holds the potential to work as a practical tool for the teaching profession and those who work to support them in the development of a more generative educational agenda.     

Reframing the teacher profession as a dynamic multifaceted profession: A wider perspective on teacher quality and teacher competence frameworks

Many countries in Europe use some kind of competence framework to define the quality of teachers. They typically formulate one level of teaching quality which defines the competence level that teachers must have acquired after completing initial teacher education. In addition, most countries provide limited career structures that define career opportunities within the teacher profession itself, resulting in a profession where often the only option for career progression is to move to leadership positions. Competence frameworks that create opportunities for vertical and horizontal career structures can make being a teacher a more attractive profession. They offer teachers opportunities for ‘career crafting’ and professional growth and supply school leaders with tools for more elaborate career guidance. In this article, we present a framework that was developed in the Netherlands to support teacher growth and teachers' career development. It has been used as a starting point for creating a shared language and understanding of the teacher profession and as a catalyst for dialogue between teachers and school leaders on professional growth. We elaborate the main characteristics of the resulting model, its limitations, the feedback that has been collected and how this feedback has been incorporated in how the model is used and discussed by teachers, school leaders and teacher education institutes. Finally, we argue that the strength of the framework can be explained by the way it acts as a boundary object, inspiring mutual learning and dialogue between different activity systems (of teachers, school leaders and teacher educators).     

中英两国教师专业标准对比解析

教师专业发展标准是规范教师专业发展活动的准则,是提高教育质量的保障。2007年,英国颁布了新的《合格教师专业标准》,它从教师专业素质、专业知识和理解、专业技能三个方面明确界定了教师专业素质的结构,强调了教师专业的社会性、综合性和动态性。2012年初中国颁布了教师专业标准的试行稿,从教师的专业理念和师德、专业知识和专业能力三个方面定义了教师的专业性。与英国的教师专业标准相比,中国的标准还应关注教师专业学科结构的综合性,教师专业发展过程中的能动性,以及教师专业标准一体化的建立,从而确保教师专业的可持续发展。