美国GLOBE教师专业发展项目的评估模式及启示  

On the Evaluation Model of GLOBE Teacher Professional Development Programme

作　　者：陈霞 

机构地区：[1]上海教师培训中心

出　　处：《外国中小学教育》2014年第8期53-58,共6页Primary & Secondary Schooling Abroad

基　　金：上海市教育科学研究项目<提升中小学名优教师培养专业化程度的运作模式研究>(项目批准号:B12033)的阶段性成果之一;上海市教委科研创新项目<评训一体化教师培训机制的构建与实践>(项目批准号:12YS041)的阶段性成果之一

摘　　要：在美国GLOBE教师专业发展项目的评估中,评价者采用了教师专业发展评估的实践范式。该范式假设:参训者在教师专业发展活动中实际所发生的参与行为能够最好地诠释培训项目的质量,而促进者与参与者、参与者与参与者之间的权力关系能够最好地诠释参训者实际的参与行为。因此,对教师专业发展活动的评价重点在于回答两个相互联系的问题:第一,参训者在协商性行动中的实际参与是什么;第二,不同作用者间的权力关系是支持还是阻碍了参训者的实际参与。The evaluators proposed and used the praxiologic paradigm of teacher professional development evaluation in evaluating the teacher professional efforts of GLOBE.The praxiologic paradigm assumes that the quality of teacher professional development programe can be best interpreted based on teacher trainee practical participation behaviors, and teacher trainee practical participation behaviors can be best interpreted based on the power relations between the key rolers. It views the evaluation of professional development program quality as two interrelated issues. First, what are the teacher trainee practical participation behaviors within teacher professional development programe？ Second, do the power relations between the key rolers support or hinder the teacher trainee practical participation behaviors？

关 键 词：教师专业发展评价 实践范式 权力关系 

分 类 号：G451[文化科学—教育学]