教师质量:一个概念框架  

Teacher Quality:A Conceptual Framework

作　　者：都丽萍[1] 曾晓东[2] DU Li-ping;ZENG Xiao-dong(Teachers College,Beijing Union University,Beijing,100101,PRC;Faculty of Education,Beijing Normal University,Beijing,100875,PRC)

机构地区：[1]北京联合大学师范学院,北京100011 [2]北京师范大学教育学部,北京100875

出　　处：《当代教育与文化》2024年第2期27-33,82,共8页Contemporary Education and Culture

基　　金：北京市高等教育学会2022年度项目“积极心理学视域下师范生心理资本的开发研究”(MS2022359)。

摘　　要：长期以来对基础教育教师质量的内涵缺乏共识,其重要原因在于教师质量观的多元和动态。基于质量内涵的变迁和教师职业特征分析,教师质量应包括教师个人质量、教师团队质量、学校组织质量三个层次。当前,提升基础教育教师质量的重点要从监管教师个体转向引导和培育教师团队和建设卓越学校。For a long time,there is no consensus on the connotation of teacher quality in basic education.The important reason lies in the diversity and dynamic view of teacher quality.Based on the change of the connotation of quality and the analysis of the characteristics of teachers profession,this study proposes that teacher quality should include three levels:individual quality of teachers,quality of teachers teams,and quality of school organizations.At present,the emphasis of promoting teacher quality improvement in basic education should be shifted from supervising individual teachers to guiding and cultivating teacher teams and building excellent schools.

关 键 词：教师质量 个人质量 团队质量 学校组织卓越 

分 类 号：G451[文化科学—教育学]