构建全球教师发展与职业变革的社会契约--基于对联合国教科文组织《全球教师报告》的解读  

Constructing a Social Contract for Global Teacher Development and Profession Transformation--An Analysis of Global Report on Teachers by UNESCO

作　　者：宋佳[1] 卞翠 李廷洲 张民选[1] SONG Jia;BIAN Cui;LI Tingzhou;ZHANG Minxuan(Research Institute for International and Comparative Education,Shanghai Normal University,Teacher Education Centre,under the auspices of UNESCO,Lab for Educational Big Data and Policymaking,Ministry of Education,Shanghai 200234,China)

机构地区：[1]上海师范大学国际与比较教育研究院,联合国教科文组织教师教育中心,教育部“教育大数据与教育决策实验室”,上海200234

出　　处：《开放教育研究》2024年第3期53-62,共10页Open Education Research

基　　金：教育部哲学社会科学研究重大委托项目“依托联合国‘公共数字学习门户’建设参与全球数字教育治理及公共服务研究”(23JZDW12)。

摘　　要：全球中小学教师不仅在生师比上面临绝对性数量短缺,而且在学科、性别、高质量教师、地区分配等方面也存在结构性短缺。全球教师短缺归因于教师社会地位不高,学生从教意愿低,教师招聘与管理体制不畅,教师流失率高。基于此,不少国家的政府部门重视加强规划与调控,强化教师行业投资水平,提高教师社会地位与职业吸引力,以期建设更加稳定与高质量的教师队伍。UNESCO points out that there is still a serious shortage of primary and secondary school teachers in the world in achieving the Education 2030 goal.This shortage is not only in absolute numbers of the student-teacher ratio,but also in subject matter,gender,high-quality teachers,and regional distribution,which form structural shortages.The global teacher shortage is attributed to the low status of teachers in society,the low willingness of students to teach,poor teacher recruitment and management systems,and high teacher turnover rates.As a result,many governments have emphasized the importance of planning and regulation,strengthening the level of investment in the teaching profession,and improving the social status and attractiveness of the teaching profession to build a more stable and high-quality teaching force.

关 键 词：教师短缺 联合国教科文组织 职业变革 社会契约 

分 类 号：G410[文化科学—教育学]