国际视野中循证教师培养实践研究

源于循证医学的循证教育,是一种证据驱动下的教育实践与政策决策过程,已逐渐成为当前教育学科发展的主流话语之一。它一方面通过基于现实情境的问题意识,运用和发现研究证据,制定教育政策,开展教育实践;另一方面,通过转变教育知识生产的权力关系,为教师赋能与赋权,强调教师作为教育知识的生产者进行教育研究,生成研究证据。纵览全球教师教育培养实践,芬兰教师教育被认为创新性地体现出循证教育思想,其研究性与实践性并重的培养模式,突破了教育学知识与教学实践相分离的困境,从调整育人目标和课程体系、提高教师培养过程的整合性两个方面,为未来创设基于循证的高质量教师培养项目提供更为深入的政策与实践层面的研究参考。     

从经验走向实证:教育神经科学视域下的教师专业发展

教育神经科学的研究证据能够为教师的专业发展提供“金标准”的证据,有助于教师深入理解学生认知发生的神经机制、认知发展阶段的特点、学习动机的影响因素等,从而有针对性地改进教育方法和策略,提升教学育人的效果。基于对证据应用的具体实践,建议中小学校可以通过组织高端培训、自学研读、研教结对、广泛交流等方式,助力教师更好地学习和应用教育神经科学的研究证据,从而提升教育教学的效果,促进师生的共同发展。     

教师教育认证的循证逻辑——基于CAEP2018版认证标准的分析

美国教育者培养认证委员会（CAEP）2018版认证手册以强化质量保障、注重持续改进、确保证据有效为认证目标,构建了覆盖教师教育机构内部的由质量保障和持续改进标准,准教师知识掌握和运用标准,教师教育临床实践标准,生源质量、招生和认证标准以及准教师培养结果标准等五个维度所组成的教师教育质量认证标准体系及与之配套的证据体系,凸显出“目标、标准、证据”紧密衔接的循证逻辑。借鉴相关经验,结合我国实践,师范类专业认证应进一步强化认证标准与证据的契合性,完善证据体系,强化多元联动,形成基于全证据链分析的教师教育质量持续改进机制。     

教师“幼儿研究与支持”能力培养的循证实践探索

教师的“幼儿研究与支持”能力是其专业发展的核心,是幼儿园保育教育过程性质量提升的关键。针对当前教师开展幼儿研究与支持工作存在的问题,循证实践有助于教师将幼儿研究理论与教育支持实践进行有效链接和转化,有助于提升幼儿园的保育教育过程性质量。研究团队通过循证实践的四个步骤“识别实际问题—获取最佳证据—基于证据展开研训行动—评估与改进”,对教师的“幼儿研究与支持”能力培养进行了具体的实践探索,为激发教师专业成长的内驱力,落实“幼儿为本”理念和提升幼儿园保育教育过程性质量提供了新型教研样态。     

幼儿园循证教学的内涵要义、专业价值与实践探索

幼儿园循证教学是基于专业证据解决教师“教”与幼儿“学”问题的行动研究过程,极其强调幼儿学习发展的学情证据和教师基于证据的行动。循证教学的专业价值在于,为“幼儿为本”理念落实提供明确的途径,为教师突破专业发展困境提供支撑。高质量发展背景下幼儿园循证教学要求教师要形成证据思维和修正思维,基于科学依据和专业证据,按照确定教学问题、获取最佳证据、基于证据开展实践行动、评估与改进的具体路径开展保教实践。     

数智时代下教师教育的新机遇、新挑战与新变革

<正>随着生成式人工智能迅速迭代,教育应用AI的发展态势更为显著,包括智能辅导、机器人教师、自适应学习等一系列创新应用,有力推动教师教学方式的深刻变革,但同时引发一系列有关教育领域使用AI的伦理问题,包括但不限于学术诚信、信息误导、可靠性和公平性等。在2023年全球教师教育改革话语中,实践导向和证据本位成为重要的关键词。实践导向教师教育强调教师培养要强化与实践一线联系,打通理论与实践的隔阂,而证据本位教师教育(即循证教师教育)改革则强调以更多的教师教育实证研究证据来支持教师培养实践的改善与提升,从而突破传统经验本位的窠臼。     

美国教师教育认证改革:机构重建和标准再构

美国近年来对其教师教育认证制度实施了新一轮改革,改革的动因在于社会对教师教育质量的强烈诉求以及传统教师教育认证制度的弊端凸显等。改革的举措之一是对NCATE和TEAC两大教师教育认证机构进行合并,形成全国统一的教师教育认证机构。改革的另一举措是推出新一代教师教育认证标准,其变化与新意体现在凸显证据为本的绩效评价理念、提出更为严格的师范生入学底线标准、同步促进教师教育和基础教育改善等。美国教师教育认证改革经验为我国的相关改革提供了借鉴和参考。     

浅析《证据法学》的导入思路——谈谈电大开放教育《证据法学》课程的学习探索

笔者通过对电大开放教育下的法学本科课程《证据法学》的导入思路,利用思路逻辑图形,结合教法,揭示了《证据法学》课程重难点,以此来为电大教师和学生提供教学案例参考。     

刍议现代教育过程中的主动学习

在现代教育过程中,教育不再是由教师单纯地向学生传授知识.主动学习作为一种全新的教育理念,强调教育要以学生的主动性为条件,同时又要使学生的主动性得以发展,注重培养学生从事独立的自我学习、自我修养和自我发展的能力.学生个体的生物学基础、教育心理学领域提供的心理实验证据、教师所提供的外部指导与激励以及现代科学提供的技术支持将使主动学习从可能走向现实.     

教师教育者循证实践与教师教育证据迭代

在教师教育领域中强调循证概念目的在于凸显教师教育者工作的专业性。目前教师教育实践领域存在缺乏本体研究以及未对证据合理使用的问题,因此需要推进教师教育者的循证实践。循证教师教育者因而需要在课程内容、实践形式两个层面开展教育教学研究,并在此基础上不断寻找“最佳证据”,再根据“最佳证据”做出决策,进行实践。这些证据以“教”、教“教”、学“教”为基础,并通过实验研究调适证据,通过行动研究优化证据,以形成证据的迭代,最终为高质量的教师教育实践奠定扎实的研究基础。     

Rethinking accountability in a knowledge society

Competition between schools combined with test-based accountability to hold schools accountable for predetermined knowledge standards have become a common solution in educational change efforts to improve the performance of educational systems around the world. This is happening as family and community social capital declines in most parts of developed world. Increased competition and individualism are not necessarily beneficial to creating social capital in schools and their communities. This article argues that: (1) the evidence remains controversial that test-based accountability policies improve the quality and efficiency of public education; (2) the current practice of determining educational performance by using primarily standardized knowledge tests as the main means of accountability is not a necessary condition for much needed educational improvement; and (3) there is growing evidence that increased high-stakes testing is restricting students’ conceptual learning, engaging in creative action and understanding innovation, all of which are essential elements of contemporary schooling in a knowledge society. Finland is used as an example to suggest that educational change should rather contribute to increasing networking and social capital in schools and in their communities through building trust and strengthening collective responsibilities within and between schools. This would create better prospects of worthwhile lifelong learning in and out of schools. Based on this analysis, the article concludes that education policies should be directed at promoting more intelligent forms of accountability to meet external accountability demands and to encourage cooperation rather than competition among students, teachers and schools.     

全球化背景下的高等教育责任制

高等教育责任制是一个与效率、效果和绩效评估相关的概念,它要求通过有效的方式证明高等教育取得了预定的结果和绩效。关注效率、效果,注重结果、产出是高等教育责任制的基本特征。高等教育评估是责任制的实施形式,也是质量保障的一个基本途径。通过评估加强质量保障,反映了全球化背景下高等教育管理中一种新的责任制文化。高等教育过程的内在复杂性决定了责任制及绩效测量的难度,我国高等教育评估要实现保障和提高高等教育质量的目的,同时避免对高校办学自主权造成不利影响,需要总结已有评估经验并借鉴国外有益经验,进行创造性的探索。     

绩效问责:美国教育质量国家标准的发展趋势及启示

基于标准提升教育质量是美国基础教育改革的必然趋势,"结果导向"的绩效问责是美国运行质量标准的实践策略。结合美国教育质量标准实施情况,其质量标准的问责体系可简化为三个要素:标准、监测、问责,即基于课程的学业标准;专业的管理和监测体系;绩效为本的激励机制。美国在构建及运行教育质量国家标准的经验值得我们参考借鉴。     

A. F. Leach: A reply

ABSTRACT

This paper focuses on accountability in school-based education in England. It explores notions of accountability and proposes a new framework for its analysis. It then identifies a number of types of accountability which are present in school-based education, and discusses each in terms of who is accountable to whom and for what. It goes on to examine the sanctions associated with each type of accountability and some possible effects of each type. School performance cross-cuts virtually all facets of accountability, but is fundamental to hierarchical and market accountability where it is associated with a high likelihood of severe sanctions. This, it is argued, means that schools are likely to focus on these forms of accountability as opposed to participative or network accountabilities that involve collaboration with others. The final section proposes that there is a case for accountability systems to focus more broadly on a variety of processes and outcomes related to the overall goals of education. The existing regime in England is heavily focused on hierarchical and market accountability: a greater focus on participative and network accountability may foster a less individualistic approach to education and greater social cohesion.     

Teaching within and against the circle of privilege: reforming teachers,reforming schools

Three decades of neo-liberal education in western countries, particularly English-speaking countries, have not served most children well. The evidence is mounting that the neo-liberal experiment has been a failure on many grounds, not least because of its deprofessionalizing effect on teachers. The disciplinary effects of neo-liberal policy frameworks on education remain powerful, but there are numerous teachers and schools who have resisted the regime of managerialism and accountability. This paper celebrates such activists. It argues that the internal focus on the delivery of instruction and test-taking inside schools ignores the point that the major influences on the school performance of children exist outside rather than inside the school. The paper argues that young people who have been ‘othered’ and put at a disadvantage by the neo-liberal education system deserve to be treated in a more dignified, engaged and respectful manner than seems to be the case within the ideology of accountability and top-down managerialism.     

对美国教育语境中问责涵义的考察

在美国教育文献中,"accountability"是一个经常出现的关键词.目前,国内学者对此词翻译不一,一方面说明研究者对它涵义的理解各有侧重,另一方面也说明它本身涵义的复杂性.本文意在探寻"accountability"在美国教育情境中的真实涵义,以帮助国内学者更好地理解美国教育的问责特征.笔者从"责任、制度、绩效评价和管理、信息流动"四个维度对美国教育问责的涵义进行考察.责任是问责的静态涵义和直观体认;而从制度层面理解,问责并不意味着绩效评价、信息公开或实施奖惩某种单一管理活动,它将这些全部涵盖且有所超越和延伸,折射出问责本身涵义的丰富性.     

Contesting educational assessment policies in Australia

ABSTRACT

Assessment is a major component of education, significant in directing what is identified as valued student learning. This paper is framed within an understanding of imperative and exhortative policy. Two paradigmatically different, and potentially contesting, assessment policy directions in Australian education – educational accountability to monitor school and teacher performance, and teacher assessment practices to improve learning (assessment for learning [AfL] or formative assessment) – are examined for their impact on teacher professionalism. Both approaches have official endorsement in Australian policy. Mandated participation in national tests is indicative of educational accountability assessments under national direction. While also endorsed nationally, AfL implementation is reliant on state and territory direction. Our examination reveals tensions in the alignment of both policies. This is evident in the impact of accountability assessment on AfL implementation, in particular, teachers’ understandings of valued assessment evidence. We conclude that a paradigmatic shift to support student learning in Australian schools is a policy imperative that includes the need for professional development and learning support for teachers.     

美国基于标准的绩效问责改革策略研究

美国基于标准的绩效问责制度经历了基于州立课程标准的制度探索、统一绩效问责模式、差异化绩效问责实验、基于共同核心州立标准的改革四个阶段。绩效问责理念由惩罚失败转向奖励进步、由重视外部绩效转向建构基于增值评价方法的内部绩效,设置了多维量化与质性效能评价指标、形成了"七位一体"的绩效问责模式。目前基于共同标准的绩效问责改革面临着新的挑战,对其规律及问题分析可对我国基础教育绩效问责改革有所启发。     

Accountability in Partnership or Partnership in Accountability: Initial teacher education in Northern Ireland

This paper analyses accountability and partnership in Initial Teacher Education for the primary school sector in Northern Ireland. In considering teacher education, the paper focuses on three higher education institutions: Stranmillis University College, St Mary's University College and the University of Ulster. Of the three institutions, the Roman Catholic Church maintains St Mary's University College while the other institutions have no religious affiliations. The paper focuses on the reform of teacher education within the British Isles and sets Northern Ireland into a context of a system of teacher education which has developed new patterns of accountability. Three sources of evidence are used to analyse accountability; firstly the perception of schools that are partners in Initial Teacher Education; secondly, the views of the Education and Training Inspectorate who are responsible for accrediting teacher education in Northern Ireland; and thirdly, the views of the three university schools of education. The paper will demonstrate how teacher education in Northern Ireland is simultaneously similar to, and different from, teacher education in the rest of the developed world. It will illuminate the dimensions of accountability in the primary school sector and show how in Northern Ireland this is heavily segregated by religious denomination.     

Assessing the Use of Econometric Analysis in Estimating the Costs of Meeting State Education Accountability Standards" Lessons From Texas

In 2004, over 300 school districts in Texas challenged the constitutionality of the Texas system of school finance. In West Orange-Cove et al. v. Neeley et al., the plaintiffs argued that because most school districts were at or near a state-imposed property tax rate ceiling and because the share of state education funding was declining, most school districts had inadequate funds to satisfy the student performance standards mandated by the Texas Educational Accountability system. To address the empirical question of whether school districts have insufficient resources to meet the state's accountability standards, two cost function analyses were conducted. One study, entered into evidence by the state of Texas, reached the conclusion that "in aggregate, the level of education funding in Texas is more than sufficient to meet performance goals consistent with the state's accountability system." The other study, entered into evidence by the plaintiff school districts, concluded that, in aggregate, Texas school districts would need at least $2 billion in additional revenue to satisfy the requirements of the accountability system. In this article we describe the methodological similarities and differences between the two cost function studies and provide an assessment of why the two studies arrive at such different results. Based on the outcome of the case in district court-a victory for the plaintiffs-the article draws some lessons about the use of statistical-based models in a judicial setting.