美国缓解教师短缺创新性策略研究  

Research on Innovative Solutions to the Teacher Shortages in American Schools

作　　者：曾文婧[1] 秦玉友[1] 

机构地区：[1]教育部人文社会科学重点研究基地东北师范大学中国农村教育发展研究院,吉林长春130024

出　　处：《比较教育研究》2017年第8期40-49,共10页International and Comparative Education

基　　金：国家社会科学基金教育学重点课题"全面提升农村教育质量背景下的农村教师结构调整及编制需求研究"(课题批准号:AFA150007)的研究成果

摘　　要：从教师总量看,美国中小学教师需求与供给矛盾突出,中小学教师严重短缺。这一短缺反映到区域、人群和学科维度,表现出不同的特征。城区学校和农村学校教师吸引与留住困难,少数民族学生、贫困学生、低学业成就学生集中的学校教师严重不足,特殊教育、双语教育、数学和科学教师空缺严重。为了缓解中小学教师短缺,美国各州和学区尝试了替代认证、财政激励、入职培训和指导等一系列策略,取得了一定的成效。在此基础上,对美国中小学教师短缺问题和美国缓解中小学教师短缺的策略进行反思,从而为我国在教师吸引、留住和发展方面提供有益借鉴与经验教训。From the perspective of the total number of teachers, the contradiction between teacher supply and teacher demand is prominent and there are serious teacher shortages in American schools. The teacher shortages show different characteristics in regions, subjects and groups dimensions. Urban and rural schools face many difficulties in teacher attraction and retention and the teachers in high- minority, high-poverty and low-achievement schools are gravely insufficient, and there are serious shortages in special education, bilingual education, mathematics and science. For these reasons, the states and districts have tried a series of strategies to address teacher shortages, such as alternative certification, financial incentives, and induction and mentorship etc., and these efforts have made achievements. Based on the reflection of the teacher shortages in American schools and the efforts to address teacher shortages, useful references and lessons can be borrowed for us to attract, retain and develop teachers.

关 键 词：美国 教师短缺 教师吸引与留住 教师发展 

分 类 号：G635.12[文化科学—教育学]