美国教师专业标准的功能定位及其背景与动因  

The Functional Orientation of American Teacher Professional Standards and Its Context and Motive

作　　者：王静[1] 饶从满[1] 吴宗劲 WANG Jing;RAO Congman;WU Zongjin(Institute of International and Comparative Education,Northeast Normal University,Changchun 130024,China)

机构地区：[1]东北师范大学国际与比较教育研究院,吉林长春130024

出　　处：《外国教育研究》2024年第5期3-17,共15页Studies in Foreign Education

基　　金：国家社会科学基金“十三五”规划2019年度教育学重点课题“新时代教师专业标准研究”(项目编号:AFA190007)。

摘　　要：标准的功能定位是影响教师标准价值实现的关键因素。而教师标准应该如何进行功能定位不可抽象而论,应置于特定的时空环境中加以审视。在提升教育质量成为压倒性诉求、以问责制为主导话语的教育改革时代,美国却选择了发展导向的教师标准。美国之所以作出如此选择,背后有着教师地位不高进而影响教师供给的客观背景,职业专业主义的思想背景以及分权制背景下美国联邦政府期望透过发展导向教师标准干预教师质量提升的主观考量。The functional orientation of standards is a key factor influencing the realization of the value of teacher standards.How teacher standards should be functionally oriented cannot be discussed in the abstract,but should be examined in a specific temporal and spatial context.In the era of education reform,in which improving the quality of education has become the overriding demand and accountability is the dominant discourse,the United States has chosen to adopt development-oriented teacher standards.The objective background of the low status of teachers,which in turn affects the supply of teachers,the ideological background of professionalism,and the subjective considerations of the federal government's desire to intervene in the improvement of teacher quality through development-oriented teacher standards in the context of decentralization are the reasons for the United States to make such a choice.

关 键 词：美国 教师 专业标准 功能定位 教师质量 

分 类 号：G650[文化科学—教育学] G712