从专业准则规定到专业发展引领——21世纪国际教师专业标准新导向  

From Professional Benchmarks Rubrics to Professional Development Guides——A New Orientation of International Professional Standards for Teachers in 21^(st) Century

作　　者：林静[1] 邓旭[2] LIN JING DENG XU(China Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875 Faculty of Education, Belling Normal University, Beijing 100875)

机构地区：[1]北京师范大学中国基础教育质量监测协同创新中心,北京100875 [2]北京师范大学教育学部,北京100875

出　　处：《教育科学》2016年第5期80-86,共7页Education Science

基　　金：北京市教育科学"十三五"规划2016年度优先关注课题"深化教育综合改革背景下教师专业素养提升策略研究"(课题编号:CEFA16030)

摘　　要：为促进教师胜任培养21世纪合格公民的职业使命,诸多国家掀起了新一轮的教师专业标准改革浪潮。本文以近年已经公布实施且产生较大影响的美国、英国、法国、加拿大和澳大利亚这五个国家教师专业标准为例,剖析着眼于教师终身学习、引领可持续专业发展的21世纪教师专业标准新导向,为我国基于教师专业标准的师资队伍建设提供参考与借鉴。A new wave of reforms on teacher professional standardshas formed around the world, which aims to promote teacher＇s competency in cultivating qualified citizens in 21st century. Based on the literature researches onthe new professional standards of the US, the UK, France, Canada and Australia, wefind that the new orientation of teacher professional standards is focusing onthe lifelong learning as well as sustainably professional development for teachers. Functioned as a scaffold for teacher professional development instead of the rubric,the new orientation provides valuable references to the construction of teachersas a qualified team in China.

关 键 词：教师专业标准 教师专业发展 共同核心 教学实践 

分 类 号：G40-059.3[文化科学—教育学原理]