从监督到信任:新西兰中小学教师专业发展的政策转向  

From Supervision to Trust:Policy Shift in the Professional Development of Teachers at New Zealand′s Primary and Secondary Schools

作　　者：牛慧丹 尹力[2] NIU Huidan;YIN Li(International Relations and Language Studies,Institute of the Pacific United(IPU)Tertiary Institute New Zealand,Palmerston North 4410,New Zealand;Faculty of Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]太平洋学院国际关系与语言研究所,新西兰北帕默斯顿4410 [2]北京师范大学教育学部,北京100875

出　　处：《教师发展研究》2024年第3期117-124,共8页Teacher Development Research

摘　　要：20世纪90年代末以来,针对中小学教师教学效率低下和不负责任等问题,新西兰政府通过实行教师绩效管理制度来强化教师责任,进而促进教师的专业发展。但这一政策在实施过程中体现的外部监督倾向背离了教师专业发展的主旨,导致教师专业伦理受损;特别是过度强调形式主义和技术官僚主义路线限制了教师的专业自主,导致了一种去专业化的结果。对此,近年来,新西兰政府通过建立学习共同体、制定具有高度弹性的教师专业标准、设计教师专业成长周期等措施,弱化教师专业发展政策中的问责思维,重建信任文化,为教师专业发展提供内在支持。从外部监督到重建信任文化的政策转向为新西兰教师专业发展保障机制的探索提供了有益的尝试。Since the late 1990s,the New Zealand government has implemented a teacher performance management system to strengthen teacher′s accountability and promote their professional development in response to issues such as low teaching efficiency and irresponsibility among primary and secondary school teachers.However,the external supervision inherent in this policy has deviated from the essence of professional development,resulting in a compromise of teachers′ professional ethics.In particular,the excessive emphasis on formalism and bureaucratic approaches has restricted teachers′ professional autonomy,leading to an outcome of deprofessionalization.In recent years,the New Zealand government has taken measures such as establishing communities of learning,formulating highly flexible teacher professional standards,and establishing teacher professional growth cycle to weaken the accountability mindset in teacher professional development policies and rebuild a trust culture,thereby providing intrinsic support for teachers′ professional development.The policy shift from external supervision to the rebuild of a trust culture has provided a valuable attempt to safeguard mechanisms for teachers′ professional development.

关 键 词：新西兰 教师绩效管理制度 去专业化 外部监督 信任文化 

分 类 号：G629.612[文化科学—教育学]