美国教师教育问责制的两次转型  

Transitions of Accountability in American Teacher Education

作　　者：谢赛[1] 

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《清华大学教育研究》2011年第2期89-93,共5页Tsinghua Journal of Education

摘　　要：20世纪90年代以后,问责制逐步在美国的教师教育中开展起来,这为教师培养的质量提供了保障。到目前为止,美国教师教育问责制先后经历了三种表现形态:基于审核或认证标准的教师教育、未来教师在教师执照考试中的表现、未来教师对儿童学术成就的影响。从这三种形态中可以清晰地看出其两次转型:从输入到输出、从教师到儿童。Since the 1990s, accountability with the focus of ensuring the high quality for teacher preparation has become more popular in American teacher education. Until now, three forms of teacher education accountability in America can be identified： teacher education based on standards related to program approval or accreditation, prospective teachers＇ performance in teacher licensing exams and their impacts on the achievement of children they taught. Under the three forms lie two transitions of teacher education accountability, i. e. , from input to output and from prospective teachers to children.

关 键 词：美国 教师教育 问责制 转型 

分 类 号：G659.1[文化科学—教育学]