新西兰基于教师专业标准的教师质量保障体系建设研究  

Construction of Teacher Quality Assurance System Based on Teachers’Professional Standards in New Zealand

作　　者：李嘉琳 李广平 LI Jialin;LI Guangping(Faculty of Education,Northeast Normal University,Changchun,Jilin 130024,China)

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《河北师范大学学报（教育科学版）》2024年第2期77-86,共10页Journal of Hebei Normal University(Educational Science)

基　　金：国家社会科学基金教育学重点课题“新时代教师专业标准研究”(AFA190007)。

摘　　要：20世纪90年代末开始,新西兰将教师专业标准与教师培养、教师准入以及教师职后质量保障环节建立内在联结,逐渐构建起基于教师专业标准的教师质量保障体系。在体系建设过程中,新西兰形成了以下特点:以教师专业标准为依托,强化质量保障体系的一致性;保持教师专业标准与各保障举措之间的持续互动、对话和动态调整;以教师专业组织为主导,注重多方利益相关者的共同协作。尽管如此,当前新西兰仍面临以下挑战和问题:一是在标准制定上采用通用性还是规定性标准;二是在标准实施中如何更好地平衡标准的“问责-评价”与“发展-导向”功能问题。New Zealand began in the late 1990s to build a teacher quality assurance system based on teachers’professional standards,by establishing an internal connection between teachers’professional standards and teacher preparation,teacher register and certificate,and in⁃service teacher quality assurance.New Zealand has developed some characteristics and accumulated some experiences,which include strengthening the consistency of the quality assurance system based on teachers’professional standards;maintaining continuous interaction,dialogue,and dynamic adjustment between teachers’professional standards and various safeguard measures;paying attention to the cooperation of multiple stakeholders,taking teachers’professional organizations as the leading factor.However,at present,New Zealand still faces some challenges and problems,such as whether to formulate universal or prescriptive standards and how to achieve a better balance between the regulatory and developmental functions of standards in the implementation of standards.

关 键 词：教师质量 质量保障体系 教师专业标准 新西兰 

分 类 号：G451[文化科学—教育学]