澳大利亚教师表现和发展框架简介  

Introduction to Australian Teacher Performance and Development Framework

作　　者：冯翠典[1] 

机构地区：[1]浙江台州学院教师教育学院

出　　处：《外国中小学教育》2013年第9期48-52,共5页Primary & Secondary Schooling Abroad

基　　金：浙江省教科规划2013年度课题"教育实习中职前教师获取实践性知识的途径改革"(编号:SCG272);浙江省2012年度教师教育科研项目"实践取向的教师教育课程改革研究"(NO.34);台州市2013年教育科学规划重点课题"地方高校教育实习的现状调查及发展策略研究"(编号:GZ13003)的研究成果

摘　　要：2012年8月,澳大利亚发布《澳大利亚教师表现和发展框架》,该框架包括两个层次八个要素。首先是外部的"表现和发展文化",包括关注学生成就、清晰地理解有效的教学、领导、灵活性和连贯性。其次是内部的"表现和发展循环",包括反思和目标制定、专业实践和学习、反馈和回顾。框架本身并不能保证教学实践的改进,需要教师和学校积极的参与以及监控和评价等活动的持续开展,特别是该框架应和各层面的其它政策和实践相匹配。In August 2012, Australia issued the Australian Teacher Performance and Development Framework. The Framework includes two levels which comprises eight elements. First, the external part is ＂performance and development culture＂, including five elements： focus on student outcomes, clear understanding of effective teaching, leadership, flexibility, coherence. Second, the internal part is ＂performance and development cycle＂, including three elements： reflection and goal setting, professional practice and learning, feedback and review. The framework itself couldn＇t guarantee the improvement of teaching practice, it needs active engagement of teachers and school leaders, and the continuous implement of activities such as monitoring and evaluation. Especially, the Framework should be aligned with other policies and practices at various levels.

关 键 词：教师表现和发展框架 文化 循环 实施 

分 类 号：G451[文化科学—教育学]