英国教师入职培训的融合性变革:理解《初始教师培训与早期职业框架》  

Integrated Reform on Teacher Induction Training in the U.K.:Understanding the Initial Teacher Training and Early Career Framework

作　　者：赵康[1] 杨希 ZHAO Kang;YANG Xi(College of Education,Zhejiang University,Hangzhou Zhejiang 310058,China)

机构地区：[1]浙江大学教育学院,浙江杭州310058

出　　处：《教师发展研究》2025年第2期19-27,共9页Teacher Development Research

基　　金：国家社科基金教育学一般项目"欧陆和英语世界主要国家教育学学科形成与发展的历史比较研究"(BOA230226)。

摘　　要：英国的教师入职培训体系自20世纪20年代以来经历了多次变革。进入21世纪,尤其是在2019年英国发布《早期职业框架》后,英国早期职业教师的入职培训期增加至两年,形成了系统化、结构化的培训体系。2024年,英国教育部发布了《初始教师培训与早期职业框架》,在原有框架的基础上进一步融合了职前初始教师培训和教师入职培训,加强学科专项支持,减轻导师工作负担,同时注重对有特殊教育需求和有身体障碍的学生的支持,倡导提高教师证据素养等。该框架旨在提高教师的专业发展和教学水平,但如何平衡工具理性与教师自主性,如何实现对教师职业生涯的可持续性支持仍有待探讨。The teacher induction training system in the United Kingdom has undergone various reforms since the 1920s.One notable change was in 2019,when the Early Career Framework(ECF) was released to extend the induction period for early career teachers to two years,which established a more systematic and structured training model.In 2024,the Department for Education released the Initial Teacher Training and Early Career Framework(ITTECF),which further integrates pre-service training with induction training,strengthens subject-specific support,reduces the workload for mentors,and emphasizes support for students with special educational needs and disabilities,while advocating for improved teacher evidence literacy.The new framework aims to enhance teachers′ professional development and teaching quality,and seeks the balance between instrumental rationality and teacher autonomy.However,how to achieve sustainable support for teachers′ careers remains an issue for further discussion.

关 键 词：英国 教师入职培训 《初始教师培训与早期职业框架》 教师教育 

分 类 号：G451[文化科学—教育学]