爱尔兰教师专业学习的特点与启示——基于《教师专业学习评估框架》的分析  

Content,Characteristics and Implications of the Evaluation Framework for Teachers’Professional Learning in Ireland

作　　者：魏健炜 熊涛 WEI Jianwei;XIONG Tao(Center for Linguistics and Applied Linguistics,Guangdong University of Foreign Studies,Guangzhou 510420;College English Teaching Department,Guangdong University of Foreign Studies South China Business College,Guangzhou 510545)

机构地区：[1]广东外语外贸大学外国语言学及应用语言学研究中心,广州510420 [2]广东外语外贸大学南国商学院大学英语教学部,广州510545

出　　处：《基础教育参考》2025年第4期58-66,共9页Basic Education Review

基　　金：教育部教育管理信息中心国外教育研究2024年度委托课题“国外教育政策文本研究及数据库建设”(编号:MOE-CIEM-20230025)。

摘　　要：为构建中小学教师职业发展的评估体系,爱尔兰自2020年以来不断完善并于2023年颁行了《教师专业学习评估框架》。该框架的主要内容包括评估对象背景、教师专业学习的结构特征与核心特征、教师成果,以及学生、学校和系统成果等多个维度;同时体现出评估视角的全面性、强调教师能动性、重视教师综合能力发展等特征。基于此,未来我国教师专业发展可从以下方面开展:一是进一步完善我国教师职业发展评价框架,明确具体实施措施;二是确保教师评价指标与国家教育政策保持高度一致;三是扩大参与评价的利益相关者范围;四是强化教师职业发展中能动性的评价;五是增加质性研究数据的收集力度,以提高评价的全面性与深入性。To build an evaluation system for the professional development of primary and secondary school teachers,Ireland has been progressively refining its policies since 2020 and eventually promulgated the Evaluation Framework for Teachers’Professional Learning in 2023.This paper provides a detailed interpretation of the framework’s main components,including the background of the evaluation targets,the structural and core features of teacher professional learning,teacher outcomes,as well as student,school,and systemic outcomes.The framework is characterized by its comprehensive evaluation scope,strong emphasis on teacher agency,and focus on the development of teachers’overall competencies.However,challenges such as sample instability,lack of online evaluation modalities,and insufficient qualitative research data remain during the implementation.Based on this analysis,the paper proposes five recommendations for improving China’s teacher professional development evaluation system:(1)further refine the evaluation framework with actionable implementation measures;(2)ensure alignment between evaluation indicators and national education policies;(3)broaden the range of stakeholders involved in the evaluation;(4)strengthen the assessment of teacher agency in professional development;(5)increase the collection of qualitative data to enhance the depth and comprehensiveness of evaluations.

关 键 词：爱尔兰 教师评估 教师培训 教师职业发展 教师能动性 

分 类 号：G434[文化科学—教育学]