作　　者： ;

机构地区： 华东师范大学教育科学学院国际与比较教育研究所

出　　处： 《全球教育展望》 2020年第1期75-88,共14页

摘　　要： 培养合格教师是澳大利亚优质教师计划的重要组成部分。《澳大利亚教师专业标准》的出台打破了以往各州分而治之的教师教育系统,促成了合格教师的统一形象和州际流动。联邦与州政府通过共享教师教育的标准,形成共治结构。但现行的大学为主体的教师教育结构导致好的政策理念未得到有效推行。以新南威尔士州为例,新州教育标准局主导了国家教师专业标准的落地,避免了国家政策的水土不服,却未解决教师教育结构中权责分离所导致的问题。标准导向的问责以外在规约取代内在支持,制约了实践导向的教师培养,对教师自主性和学校积极性产生了双重冲击。标准化管理下有限开放的教师教育市场,传达了公共部门改革的价值理念,未能实现职前教师教育的结构性转型。基于此,本研究对教师专业性、教师教育结构、教师教育质量保障的关系进行了反思。 Initial teacher education is an important part of Australian Government Quality Teacher Program.The Australian Professional Standards for Teachers made by AITSL broke down the state-owned independent teacher education system,leading to the consistent image and inter-state flow.The teacher education is governed by the federal and state governments together through the shared standards of teacher and teacher education.However,the current university-based teacher education structure impeded the pursuit of education policy.In NSW,NESA elaborated the national standards,avoiding the failure of policy implementation,but did not provide the solution to the separation of right and responsibility in the structure of teacher education which influenced by the new managerism.Outcome oriented accountability replaced the internal support by external regulation,restricted the realization of practice turn in teacher education,and formed a negative impact on teacher autonomy and school initiative.Limited opening of their teacher education market under the standardized management conveyed the idea of public sector reform,but refused the structured transform of initial teacher education.The implication is discussed according to the research findings.

关 键 词： 合格教师 认定 培养 标准 问责

领　　域： [文化科学—教育学]