为初任教师提供基于证据的优质教学支持——英国《中小学初任教师职业发展框架》探析  

Supply Evidence-based and High-quality Instruction Support for Beginning Teachers--An Analysis on the Early Career Framework for Primary and Secondary School Teachers in UK

作　　者：黄志军 李凯[2] HUANG Zhijun;LI Kai

机构地区：[1]华东师范大学教育学部,上海200062 [2]华东师范大学课程与教学研究所,上海200062

出　　处：《比较教育学报》2020年第4期124-135,共12页Journal of Comparative Education

基　　金：上海市哲学社会科学规划教育学一般项目“教育转型视域中的诗教传统及其现代意义研究”(项目批准号:A1612)。

摘　　要：2019年初,英国教育部出台了《中小学初任教师职业发展框架》,拟在2020年试点基础上全面推广。该框架涵盖高期待、儿童如何学习、学科和课程、课堂实践、教学调整、评估、学生行为管理、教师专业行为8个要点,旨在为中小学初任教师提供基于证据的优质教学支持。该框架的"证据意识"充分体现在以下三个方面:吸纳学习科学前沿成果、顺应核心素养时代特征、引导教师管理工作负荷。该框架对我国中小学初任教师培训工作的启示在于:重视初任教师培训的顶层设计、提升初任教师培训的针对性、渗透教师工作负荷管理意识。At the beginning of 2019, the Department for Education of the UK issued the Early Career Framework for primary and secondary school teachers, which will be gradually popularized nation-wide in UK based on pilot projects from 2020. The framework covered eight key points, namely high expectations, how children learn, subjects and curriculum, classroom practice, adapting teaching, behavior management and professional behavior. The evidence awareness of the framework embodies in three aspects:(1) Fully absorbing the scientific achievements of learning Science;(2) Conforming to the characteristics of the era of core literacy, and(3) Guiding teachers to manage workload. This framework has important implications for the training program of our primary and secondary school teachers;(1) Pay more attention to designing on the top level of the beginning teachers training program;(2) Improve the pertinence of the beginning teachers training program;(3) Enhance the consciousness of teachers’ workload management.

关 键 词：英国 中小学 初任教师 职业发展 

分 类 号：G635.1[文化科学—教育学]