美国教师质量概念界定的维度研究  

A Study on the Dimensions of the Concept of Teacher Quality in U.S

作　　者：赵英[1,2] 

机构地区：[1]北京师范大学教育学部,北京100875 [2]山西师范大学校长办公室,山西临汾041004

出　　处：《比较教育研究》2013年第9期67-71,共5页International and Comparative Education

摘　　要：美国研究者对于教师质量的概念界定一般采取外延性描述的方式,倾向于将其划分为若干个维度。基于历史的视角和文献的梳理发现,美国研究者关于教师质量概念界定的维度主要有"二维度说"、"三维度说"、"四维度说"、"五维度说"和"罗列说",实质上体现了美国研究者从教师资格、教师课堂实践、学生学业成绩和教师支持系统等四个维度界定教师质量概念的基本取向。Teacher quality is often defined in the way of extensional description by researchers in U.S and tends to be divided into some dimensions. Based on the historical perspective and the literature review, we identify that American researchers have present different ideas on the dimensions of teacher quality,including two-di-mension, three-dimension, four-dimension, five-dimension and enumerating-dimension. These ideas reflect the basic orientations of the definition of teacher quality in U.S. in the perspectives of teacher qualification, teacher classroom practice, student academic score and teacher support system.

关 键 词：美国 教师质量 概念界定 维度 

分 类 号：G659.712.1[文化科学—教育学]