加拿大教师教育改革动态与发展趋势——基于加拿大BC省“法案11”的研究  

Teacher Education Reform in Canada from the Perspective of Bill 11: A Case Study of British Columbia

作　　者：林晶晶[1,2] LIN Jingjing(Ningbo Institute of Technology, Zhejiang University, Ningbo 315100,China;College of Education,Zhejiang University,Hangzhou 310058,China)

机构地区：[1]浙江大学宁波理工学院 [2]浙江大学教育学院

出　　处：《教师教育学报》2019年第6期108-116,共9页Journal of Teacher Education

基　　金：浙江省教育厅2018年一般科研项目“浙江省跨境电商外语人才的培养模式探索与实践”(Y201839955),项目负责人:林晶晶;2019年浙江大学宁波理工学院教学改革重点项目“英语人才‘赛教协同’培养路径的探索与实践”(NITJG-201907),项目负责人:林晶晶

摘　　要：“法案11”(Bill 11),又称“教育法规修订法案”,是加拿大BC省政府2015年颁布的重要教育政策文件。该法案的出台顺应了BC省课程改革和学生成就提升的教育发展诉求,是BC省教师教育转向政府治理的具体反映,是该省教师教育管理一体化、合作化、优质化和对话化的重要起点,其引领的教师教育后续改革涉及了教育问责框架、教师教育运作标准和教师专业发展等重要领域,对BC省的教师教育发展有着重要的历史性意义。Bill 11, also known as the Education Statutes Amendment Act, is an important educational policy issued by the British Columbia Government in 2015. The introduction of Bill 11 complies with the educational development demands of the British Columbia curriculum reform and the improvement of student achievement. It reflects the shift of teacher education in British Columbia to the government governance. It is an important start for the integration, cooperation and improvement of the dialogue-based teacher education management in the province.The reform measures for teacher education involve important areas such as the education accountability framework, three sets of teacher education operation standards and teacher professional development, which have important historical significance for the development of teacher education in British Columbia.

关 键 词：“法案11” 教师教育 教师专业发展 教师专业标准 加拿大 

分 类 号：G659.711[文化科学—教育学]