“少即是多”——芬兰教师专业自主的实践特征与支持系统  

“Less Is More”—Practical Characteristics and Support System of Finnish Teachers’ Professional Autonomy

作　　者：张雯沛 邱莉[1] 

机构地区：[1]南京师范大学教师教育学院,江苏 南京

出　　处：《教育进展》2024年第5期1013-1018,共6页Advances in Education

摘　　要：芬兰在教育治理中奉行“少即是多”原则,即用较少的干预达到良好的效果。在这一赋权原则下,教师被赋予充分的专业自主权,在实践中的突出表现为教师对教学工作的掌控度极高,特点是以教师自我效能感为核心驱动力。芬兰的教育治理赋权原则厚植于其支持系统之中,社会基础、专业赋能、校长引领及合作驱动是构成这一系统的核心要素。这启示我们要创设社会信任文化支持体系、提升职前教师教育培养质量、注重教师专业评价的发展导向以及鼓励教师自我反思与协同合作。Finland follows the “less is more” principle in education governance, which means less intervention to achieve good results. Under this empowerment principle, teachers are endowed with full professional autonomy, and the outstanding performance in practice is that teachers have a high degree of control over teaching work, which is characterized by teachers’ self-efficacy as the core driving force. Finland’s educational governance empowerment principles are embedded in its support system, with social foundations, professional empowerment, principal leadership and collaborative drive as core elements. This suggests that we should create a social trust culture support system, improve the quality of pre-service teacher education and training, pay attention to the development orientation of teacher professional evaluation, and encourage teachers to reflect on themselves and cooperate.

关 键 词：芬兰 教师教育 专业自主权 教师专业化 

分 类 号：G63[文化科学—教育学]