澳大利亚职前教师的教学表现性评估  

Teaching Performance Assessment of Pre-service Teachers in Australia

作　　者：胡天助 HU Tianzhu(Yangzhou University,Yangzhou 225002,Jiangsu,China)

机构地区：[1]扬州大学,江苏扬州225002

出　　处：《扬州大学学报(高教研究版)》2025年第1期89-100,共12页Journal of Yangzhou University(Higher Education Study Edition)

基　　金：江苏省社会科学基金2023年度青年项目“嵌入性理论视域下我国高校基层党组织组织力提升的路径研究”(23DJC005)。

摘　　要：培养优质职前教师是提升教师教育质量的关键。为了提高职前教师的培养质量,一些国家实施了职前教师教学表现性评估。基于联邦政府对教师教育治理的不断干预、社会大众及媒体对教师教育质量的关注、教师教育质量保障体系改革的驱动等大背景,澳大利亚实施了以毕业生教学表现性评估(GTPA)为代表的职前教师教学表现性评估。GTPA的实践逻辑是:重视理论与实践的结合、以标准为基本遵循、注重证据整合,其实践样态包括:实施前提、实施环节、保障措施与评估结果等,实践价值在于从被动评估转变到探究式评估、促进政府间合作、提升教师教育者能力、推动职前教师反思等。Cultivating high-quality pre-service teachers is the key to enhancing the quality of teacher education.To improve the quality of pre-service teacher training,some countries have implemented performance-based assessments for pre-service teachers.Against the backdrop of increasing federal government intervention in teacher education governance,public and media attention to the quality of teacher education,and the drive for reform in teacher education quality assurance systems,Australia has implemented performance-based assessments for pre-service teachers,represented by the Graduate Teacher Performance Assessment(GTPA).The practical logic of the GTPA is as follows:It emphasizes the integration of theory and practice,adheres to standards as the fundamental basis,and focuses on the integration of evidence.Its practical manifestations include:prerequisites for implementation,implementation processes,safeguard measures,and assessment outcomes.The practical value lies in shifting from a passive assessment to an inquiry-based assessment,promoting intergovernmental cooperation,enhancing the capabilities of teacher educators,and encouraging reflection among pre-service teachers.

关 键 词：教师教育 职前教师 教学表现性评估 

分 类 号：G649[文化科学—高等教育学]