新专业主义框架下的英国教师入职教育实践模式解析  

An Analysis of the Practice Model of Induction for Newly Qualified Teachers in Britain within the Framework of New Professionalism

作　　者：宁莹莹[1] NING Yingying(School of Education Science,Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《外国教育研究》2020年第10期91-103,共13页Studies in Foreign Education

摘　　要：以“专业标准”、“绩效管理”和“持续专业发展”为核心要素的新专业主义成为近年来英国教师教育改革和教师专业发展政策制定的指导理念。在此背景下英国面向进入学校任教的新教师实行法定入职教育制度,该制度的推出有着深刻的现实指向和实践愿景。通过实施个性化的入职方案、同伴互助式的入职导师制度、贯穿全过程的质量监测体系、多群体参与的运行机制,保障了入职教育项目的有效实施。入职教育实践极大地丰富了入职教育的内涵,提高了新教师的留任率和质量,推动新教师从职业生存走向持续专业发展。但伴随着新专业主义理念带来的争议,入职教育实践也凸显出一些不足。剖析英国入职教育实践模式的成效与经验,对我国教师职后教育和专业发展具有一定的借鉴意义。The new professionalism with "professional standards", "performance management" and "continuous professional development" as its core elements has become the guiding concept of teacher education reform and teacher professional development policy formulation in Britain in recent years. In this context,the UK implements statutory induction for newly qualified teachers,which has a profound practical direction and vision.Through the implementation of personalized induction programs,peer-to-peer induction tutor system,quality monitoring system throughout the whole process,and multi-group participation operating mechanism,the effective implementation of induction system is guaranteed. The practice of NQTs induction has greatly enriched its connotation,improved the retention rate and quality of new teachers,and promoted new teachers from survival to continuous professional development. However,with the controversy brought by new professionalism,the induction system has also highlighted some shortcomings. Reflecting on the effectiveness and experience of the induction practice model in UK has certain enlightenment to the in-service training and professional development of teachers in China.

关 键 词：英国 教师入职教育 新专业主义 教师专业发展 

分 类 号：G659[文化科学—教育学] G561