论谈"中日教师教育与发展"

以"教师教育创新与教师专业学习:政策框架、专业标准、创新实践"为主题的2007年国际教师教育研讨会2007年11月14日至16日在上海华东师范大学举行.     

英国大学教师专业发展标准述评

2011年11月,英国政府正式颁布了《英国高等教育教学与支持学习专业标准框架》。该标准框架是全球第一个面向高等教育领域教学的专业标准,该文件就"活动领域、核心知识、专业价值"三大领域提出了四个层级的标准,具有很强的系统性、指导性和开放性,为高等学校选拔教师、培训教师、评价教师提供了科学的标准和依据,是引领教师自身发展的导向,对提高教师队伍整体素质,提高高等教育质量具有重要意义。对我国高等教育教师专业标准的制定亦有借鉴意义。     

标准与质量的统一：英国教师《早期职业框架》内容及其启示

为了促进教师的高质量发展,英国教育部于2021年更新了于2019年出台的英国教师《早期职业框架》。与英国《教师标准》规定的最低行为标准一致,《早期职业框架》主要包括高期望值、学生的学习方式、科目和课程、课堂实践、适应性教学、评估、管理行为和专业行为八大领域。框架内容的设置以学术研究和专业实践者验证的陈述性与程序性知识为基础。为保障《早期职业框架》的实施,英国政府在培训资金、时间、课程和培训材料、培训方案及导师培训方面做出相应的安排。该框架对我国新入职教师的专业发展有四方面的借鉴：一是明确教师早期职业发展的多重维度与方向,二是夯实教师早期职业发展的重要学理与实践基础,三是科学厘定教师早期职业发展的标准与内容,四是多重措施保障教师早期职业发展标准与框架的有效实施。     

英国合格教师资格标准修订简介

20世纪80年代以来,在世界教师专业化运动的大背景下,英国政府开始对合格教师资格标准进行明确规定,以提高教师质量和促进教师个人专业发展.文章在对以往英国合格教师资格标准进行梳理的基础上,对2006年5月英国教育与技能部(DfES)公布的《教师专业标准框架修订草案》中的合格教师资格标准进行了介绍,并对其特点进行了分析.     

高职院校教师"双逻辑主线"专业发展标准体系开发及实施

建设一支高素质"双师型"教师队伍是加快推进职业教育现代化的基础性工作.针对目前高职院校教师专业发展标准开发存在的教师身份界定模糊、专业标准构建扁平化、"双师型"教师认定标准不一等问题,可根据教师职业生涯发展阶段特点和基于岗位职责能力要求,搭建"双逻辑主线"的专业发展标准体系,构建"三阶四层"教师专业标准发展阶段和"三维多面"教师专业标准指标要素,重点做好树立终身学习理念、健全实践锻炼培养机制、建立分层考核评价激励制度等工作,以保障教师专业发展标准体系的有效实施.     

高职院校教师"双逻辑主线"专业发展标准体系开发及实施

建设一支高素质"双师型"教师队伍是加快推进职业教育现代化的基础性工作.针对目前高职院校教师专业发展标准开发存在的教师身份界定模糊、专业标准构建扁平化、"双师型"教师认定标准不一等问题,可根据教师职业生涯发展阶段特点和基于岗位职责能力要求,搭建"双逻辑主线"的专业发展标准体系,构建"三阶四层"教师专业标准发展阶段和"三维多面"教师专业标准指标要素,重点做好树立终身学习理念、健全实践锻炼培养机制、建立分层考核评价激励制度等工作,以保障教师专业发展标准体系的有效实施.     

论英国教师专业标准框架的特征

2007年1月,英国学校培训和发展署整合了原有的各个教师专业发展阶段的专业标准,建立了一体化的教师专业标准框架,其在结构和内容上都有独特性。如结构上,标准围绕三个维度展开、突出教师资格标准的基础地位、注重教师专业发展的层级性。标准框架的内容,则体现了持续的教师专业学习理念、价值取向上融合的观点等特征。     

"合作探究"形式的教师专业发展

"合作探究"作为教师专业发展的框架,可以根据教师需求和成长变化进行相应的调整.它为教师提供了与同事一起实现专业发展的机会,那些同事与自己的教学工作是紧密相关的,而且能帮助自己成长为专家.     

英国教师专业新标准评析

2012年5月,英国教育部颁布了新修订的《英格兰教师标准》.该《标准》的框架更为完善,层次结构更为合理,教师专业自主空间进一步提升.     

英国教师专业发展能力与路径审思：解读英国《高等教育教师专业标准框架2023》

在高等教育教师专业发展体系中,探索具有连续性的能力目标及前瞻性的发展之路是各国普遍关注的议题。英国《高等教育教师专业标准框架2023》于2023年1月31日正式发布,该标准框架在2011年修订版的基础上,体现为三个维度、四个指标,从横向能力范畴与纵向发展阶段两个方面搭建了高等教育教师专业发展标准框架。分析发现,与2011年版本相比较,该版本融合了技术发展下的高等教育新样态,更加注重教师开展有效的实践、在多元中体现教育包容性、在可持续的教师专业发展中培养影响力与领导力。通过对该框架的解读,为我国高等教育教师专业发展的能力框架与阶段路径提供启示。     

国家专业标准视阈下教师专业能力的意蕴、框架及培养策略

国家教师专业标准对实践中的教师专业能力培养提出鲜明的价值导向和具体的评价标准。然而国家教师专业标准中所包含的教师能力体系并未完整准确地概括教师专业能力的全部领域,较为明显地存在见物不见人的倾向,根据国家教师专业标准和教师专业发展基本要求,重新厘定教师专业能力内涵,构建全面科学的教师专业能力框架体系,探讨其培养策略具有重要的实践价值。     

美国国家专业教学标准委员会（NBPTS）述评

美国国家专业教学标准委员会(NBPTS)是美国历史上第一个对优秀教师进行认证的机构，它根据不同的学习阶段和领域制定了评估标准，并以这一标准为基础对优秀教师进行评估和认证，进而促进教师的专业发展，提高专业教学的地位和美国教育的质量。文章介绍了NBPTS的目的和使命、评估标准、评估过程、面临的机遇和挑战及对我国的借鉴意义。     

英格兰中小学教师专业标准:内容、特征与意义

新近出台的《英格兰中小学教师专业标准》框架在教师专业特质、专业知识与理解、教学技能三大领域提出了明确而详细的要求。它涵盖中小学教师的每一专业发展阶段,具有渐进性的特征。同时,它也具有包容性的特征,体现了专业技能熟练模式、反思性实践模式的教师专业发展模式的要求。《标准》集中体现了教师专业素养的内核,对于我国教师专业标准的制订和深化我国教师教育改革具有重要的启示意义。     

Professional standards for teachers: a case study of professional learning

This paper analyses the current Australian policy and research context in relation to developing quality teachers. Like other countries, many educational authorities in Australia are developing professional standards for teachers and the evaluation of teachers against those standards as a mechanism for ensuring and extending the quality of teaching in schools. A key policy consideration involves the use of professional standards as tools for extending professional learning and/or for credentialing and appraisal. This paper considers these uses of standards by drawing on an evaluation of Education Queensland's Professional Standards for Teachers pilot. The pilot focused on using a set of standards as a framework for professional learning. Teachers' perspectives on the standards and their intended use, their engagement with the standards during the pilot and the nature of professional learning associated with that engagement are discussed in light of current policy debates about professional standards.     

Editorial

In a series of policy documents over the past decade, the idea of a ‘New Professionalism’ for teachers has been constructed. It encompasses three core components: a national framework of professional standards; performance management; and continuing professional development (CPD). The planned interplay of these components into a coherent whole has been at the heart of a reframing of the teacher's role. While much has been said about the vision in both positive and negative terms, few studies have provided empirical insight into the implementation and experience of this policy. Drawing upon the findings of a TDA-funded nationwide (England) research project, the extent to which these ideas and policies have been adopted in practice, and what implications these actual behaviours carry for the debate about ‘New Professionalism’, are assessed.

A key finding was that while the framework of professional standards and the structures of performance management processes were essentially in place, the third plinth of the New Professionalism, CPD, remains mainly as a bolt-on, pragmatically allocated and inconsistently accessed in schools. As such, it is unable to bear the weight of what is required of it, and claimed for it. The widespread failure to tackle the strategic dimension that links performance management to CPD, to engage in criterion-based evaluation of training or to identify appropriate development opportunities in schools, have all tended to obstruct the road to ‘New Professionalism’.     

论职业院校教师专业素质标准的建构

确立职业院校教师专业素质标准是构建一支高素质教师队伍的基础和前提，但现实状况是理论研究落后于实践发展的需求。从国内外职业教育研究现状来看，对教师的多层次、多角度、多维度的要求是发展的一个共同要求。但如何与普通院校教师的专业标准区别开来，体现出职业教育的特色，是建构职业院校教师专业素质标准的难点。     

Teaching standards and the promotion of quality teaching

Several countries have been developing teaching standards for the purpose of providing recognition and more attractive career pathways to teachers who attain these standards. These initiatives aim to lift the status of teaching as a profession and to provide stronger incentives for professional learning. This article describes the work of a project at the Australian Council for Educational Research, the ACER Portfolio Project, designed to develop methods whereby teachers can demonstrate how their practice meets the Australian Professional Standards for Teachers ( www.aitsl.edu.au/teach/standards ) at the ‘Highly Accomplished’ level and test them in schools for their validity and feasibility. The article describes how the Project developed an assessment framework that provided a representative sample of evidence about a teacher's practice covering the Standards, trialed portfolio tasks in schools with volunteer teachers and tested whether it was possible to train other teachers to assess their portfolio entries reliably and set standards for highly‐accomplished teaching.     

澳大利亚全国职前教师教育鉴定制度述评

鉴定制度是教师教育质量保证和提高的有效机制.为了进一步提升教师教育的质量,建立教师队伍高标准资格框架,奠定教师持续性专业发展的坚实基础,前不久,澳大利亚教学与领导协会建立了一套全新的由毕业生标准和培养标准为基础的职前教师教育鉴定制度,以保证教师教育机构培养出合格胜任的新教师.文本勾勒了澳大利亚全国鉴定制度主要背景,对其基本框架和鉴定标准作了简要说明,并就该鉴定制度作了简要的分析.     

Locking ourselves in: National standards for the teaching profession

The National Board for Professional Teaching Standards has begun work in the U.S.A. to create a nationwide program to recognize and certify good teachers and to improve the status of the profession. Its most pressing goal is the development of standards and assessment procedures for the 1993 implementation of a voluntary program of “advanced professional certification” for elementary and secondary school teachers. This article examines the specific discourse of the National Board in the areas of professionalization, standards, assessment, and certification. It also explores the possible general effects and meanings of the Board's effort and some of the responses that can be made to them by educators. In spite of any intensions to the contrary, it is argued that the Board's program will ultimately institute more controls on teachers, further distance “professional” from laypersons, and inhibit collaborative efforts among school people in their local contexts.     

Teacher Professional Standards: Controlling or developing teaching?

The issue of professional teaching standards has generated considerable interest from various quarters in Australia and elsewhere. In this paper, I am concerned with examining some of the claims made by advocates for the establishing of uniform standards for the teaching profession. To this end I identify three major claims derived from the Australian literature regarding the benefits that the application of a standards framework would make to the quality of teaching: the introduction of standards should improve the performance of teachers; the introduction of standards will improve the standing of teachers; and standards contribute to the on-going professional learning of teachers. Specifically, I argue that we need to look critically at the issue of professional standards for teachers and the claims that are made by their advocates. In particular, we need to ask whose interests are served by these standards and what are the effects of the imposition of these standards on teachers individually and collectively. Finally, we need to ask whether the standards judged as appropriate for today's teaching conditions and teachers will be equally appropriate in the future. Standards cannot and should not be frozen in time; they must be flexible to the changing conditions of teaching and learning as they occur inside and outside of schools.