河北师范大学学报—

期刊信息

刊名：河北师范大学学报（教育科学版）Journal of Hebei Normal University (Educational Science Edition)
主办：河北师范大学
ISSN： 1009-413X
CN： 13-1286/G

教育部名栏入选期刊
全国中文核心期刊
CSSCI扩展版来源期刊
AMI综合评价（A刊）核心期刊
RCCSE中国核心学术期刊
全国高校特色栏目社科学报
中国人民大学“复印报刊资料”重要转载来源期刊
全国高校权威社科期刊

友情链接

要不要标准、要什么样的标准？ ——国际上关于教师专业标准价值与功能的争议及其反思

收稿日期： 2023-10-27 PDF 下载 (2)

宋敏，吴宗劲

作者单位： （东北师范大学国际与比较教育研究所，吉林长春 130024）
起止页码： 68 - 76页
DOI： 10.13763/j.cnki.jhebnu.ese.2024.02.009

Reflections on the Controversies about Values and Functions of Teachers’ Professional Standards

SONG Min, WU Zongjin

摘要/Abstract

摘要：

在促进教师专业化与提高教育质量的双重诉求推动下,教师专业标准运动在全球范围内兴起，但要不要标准、要什么样的标准的争议却一直如影随形。争议的焦点在于标准能否促进教师专业化和提高教育质量。关于要什么样的标准，学界围绕标准的功能形成了“导向-发展”取向与“评价-监管”取向两种不同的观点。要不要标准与要什么样的标准以及如何实施标准密切相关，标准并不是解决所有教育问题的灵丹妙药，标准有其可为与不可为的功能边界；标准的“导向-发展”与“评价-监管”功能之间存在张力。要不要标准与要什么样的标准的问题不宜抽象地谈论，需要在特定的学校教育周期以及更大的时空环境中进行审视，以明晰期望标准解决教育中的什么问题以及能够解决什么问题。

Abstract：

The movement of teachers’ professional standards has risen globally under the demands of promoting teachers’ professionalization and improving education quality, controversies about whether standards are needed and what kind of standards are needed have always followed. The focus of controversy is whether standards can promote teacher professionalism and improve the quality of education. Regarding what kind of standards are needed, the academic circle has two views on the function of standards: developmental orientation and regulatory orientation. An analysis of the above controversies shows that whether standards are needed, what kind of standards are needed, and how to implement them are closely related.Standards are not a panacea to solve all educational problems, and standards have their functional boundaries. There is a tension between the developmental and regulatory functions of the standards.Whether standards are needed and what kind of standards are needed should be examined dynamically and contextually in the specific schooling cycle and in the larger spatio-temporal context to clarify what problems in education are expected to be solved by standards and what problems can be solved by standards.

关键词

关键词： 教师专业标准；专业化；教师质量；教育质量 ;

Key words： teacher professional standards ; professionalism ; teacher quality ; education quality ;

参考文献 48

[ 1 ] 饶从满.教师专业标准何为？——教师专业标准思想背景与目的取向的比较透视[J].外国教育研究,2022,49(1):3-16.
[ 2 ] Call K.Professional Teaching Standards:A Comparative Analysis of Their History,Implementation and Efficacy[J].Australian Journal of Teacher Education,2018,43(3):93-108.
[ 3 ] Adoniou M.,Gallagher M.Professional Standards for Teachers-What are They Good for?[J].Oxford Review of Education,2017,43(1):109-126.
[ 4 ] Ceulemans C.How to Move Beyond the Trust-Control Dilemma? What Insight into the Work of Educational Standards Might have to Offer[J].Studia Paedagogica,2017,22(2):33-51.
[ 5 ] Bourke T.,Ryan M.,Ould P.How do Teacher Educators Use Professional Standards in Their Practice?[J].Teaching and Teacher Education,2018,（75）:83-92.
[ 6 ] 陈德云.国际视野下的教师专业标准述要[J].教育科学研究,2010(8):72-76.
[ 7 ] 付亦宁,周川.美、加、澳初任教师专业标准及其对我国教师教育的启示[J].江苏高教,2020(2):78-84.
[ 8 ] 陈德云,王远美,熊建辉.我国中小幼教师专业标准实施情况调查[J].教育学报,2018(4):88-98.
[ 9 ] 吴传刚.我国现行中小学教师专业标准改进研究[D].哈尔滨:哈尔滨师范大学,2019.
[ 10 ] Hoyle E.The Professionalization of Teachers：A Paradox[J].British Journal of Educational Studies,1982(2):161-171.
[ 11 ] Yinger R.J.,Hendricks-Lee M.S.The Language of Standards and Teacher Education Reform[J].Educational Policy,2000,14(1):94-106.
[ 12 ] Teacher Quality and Educational Leadership Taskforce.A National Framework for Professional Standards for Teaching[M].Ministerial Council on Education,Employment,Training and Youth Affairs,2003.
[ 13 ] Southall M.Standards which Determine a Profession[J].Peabody Journal of Education,1938,16(2):97-101.
[ 14 ] Whitburn J.Keeping the Register:Control over the Admission and Supply of Teachers in England and Wales,and Scotland[J].Compare:A Journal of Comparative Education,1995,25(1):49-57.
[ 15 ] The Centre for Development and Enterprise (CDE).Teacher Professional Standards for South Africa:The Road to Better Performance,Development and Accountability? [R/OL].(2017-08-06) [2022-03-01].https://www.cde.org.za/wp-content/uploads/2018/06/CDE-Insight-Teacher-Professional-Standards-For-South-Africa.pdf.
[ 16 ] Christie D.Competences,Benchmarks and Standards in Teaching[M].Bryce T.,Humes W.Scottish Education:Post-devolution,Edinburgh University Press,2003.
[ 17 ] Sachs J.Teacher Professional Standards:Controlling or Developing Teaching?[J].Teachers and Teaching,2003,9(2):175-186.
[ 18 ] Leonard S N.Professional Conversations:Mentor Teachers’ Theories-in-use Using the Australian National Professional Standards for Teachers[J].Australian Journal of Teacher Education,2012,37(12):78-94.
[ 19 ] Bourke T.,Ryan M.E.,Lidstone J.Reflexive Professionalism:Reclaiming the Voice of Authority in Shaping the Discourses of Education Policy[J].Asia-Pacific Journal of Teacher Education,2013,41(4):398-413.
[ 20 ] Darling-Hammond L.Reshaping Teaching Policy, Preparation, and Practice. Influences of the National Board for Professional Teaching Standards[M].Stake R.E.,Kushner S.,Ingvarson L.,Hattie J.Assessing Teachers for Professional Certification: The First Decade of the National Board for Professional Teaching Standards. Emerald Group Publishing Limited, 2008.
[ 21 ] Rybakova L.,Parfilova G.Study of the Professional Standard Assessment by Young Teachers[J].ARPHA Proceedings,2019(1):725-734.
[ 22 ] Biesta G.What is Education For? On Good Education,Teacher Judgement,and Educational Professionalism[J].European Journal of Education,2015,50(1):75-87.
[ 23 ] Day C.What is Teaching about? Professionalism and the Limitations of Standards and Competences[J].European Journal of Education,2019,54(3):315-318.
[ 24 ] Zuzovsky R.,Libman Z.Standards of Teaching and Teaching Tests:Is this the Right Way to Go?[J].Studies in Educational Evaluation,2006,32(1):37-52.
[ 25 ] Clarke M.,Moore A.Professional Standards,Teacher Identities and an Ethics of Singularity[J].Cambridge Journal of Education,2013,43(4):487-500.
[ 26 ] Harvey-Beavis O.Performance-Based Rewards for Teachers:A Literature Review[R/OL].(2003-02)[2022-03-25].https://www.oecd.org/education/school/34077553.pdf
[ 27 ] Cowan J.,Goldhaber D.National Board Certification and Teacher Effectiveness:Evidence from Washington State[J].Journal of Research on Educational Effectiveness,2016,9(3):233-258.
[ 28 ] Cavalluzzo L.,Barrow L., Henderson S.From Large Urban to Small Rural Schools: An Empirical Study of National Board Certification and Teaching Effectiveness[M].Alexanderria,VA:CNA Corporation, 2014.
[ 29 ] Goldhaber D.D.,Brewer D.J.Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement[J].Educational Evaluation and Policy Analysis,2000,22(2):129-145.
[ 30 ] Tuinamuana K.Teacher Professional Standards,Accountability,and Ideology:Alternative Discourses[J].Australian Journal of Teacher Education,2011,36(12):72-82.
[ 31 ] Cunningham G.K.,Stone J.E.Value-added Assessment of Teacher Quality as an Alternative to the National Board for Professional Teaching Standards:What Recent Studies Say[M].Lissitz R.W.Value Added Models in Education:Theory and Applications,Jam Press,2005.
[ 32 ] McCormac G.Advancing Professionalism in Teaching: The Report of the Review of Teacher Employment in Scotland[R].APS Group Scotland, 2011.
[ 33 ] Serafini F.Possibilities and Challenges:The National Board for Professional Teaching Standards[J].Journal of Teacher Education,2002,53(4):316-327.
[ 34 ] Hoyle E.The Professionalization of Teachers:A Paradox[J].British Journal of Educational Studies,1982,(2):161-171.
[ 35 ] Hargreaves A.Four Ages of Professionalism and Professional Learning[J].Teachers and Teaching,2000,6(2):151-182.
[ 36 ] Mahony P.,Hextall I.Reconstructing Teaching:Standards,Performance and Accountability[M].London：Routledge,2000.
[ 37 ] Sullivan K.Teacher Standards and Professionalism[J]. New Zealand Journal of Educational Studies,1999,34(1):144-155.
[ 38 ] Forde C.,McMahon M.A.,Hamilton G.,Murray R.Rethinking Professional Standards to Promote Professional Learning[J].Professional Development in Education,2016,42(1):19-35.
[ 39 ] Darling-Hammond L.Accountability for Professional Practice[J].Teachers College Record,1989,91(1):59-80.
[ 40 ] Christie D.,Kirkwood M.The New Standards Framework for Scottish Teachers:Facilitating or Constraining Reflective Practice?[J].Reflective Practice,2006,7(2):265-276.
[ 41 ] Gronn P.Designer Leadership:The Emerging Global Adoption of Preparation Standards[J].Journal of School Leadership,2002,12(5):552-578.
[ 42 ] New Zealand Ministry of Education.Professional Standards:Criteria for Quality Teaching[M].Wellington: Ministry of Education,1999.
[ 43 ] Storey A.Cultural Shifts in Teaching:New Workforce,New Professionalism?[J].The Curriculum Journal,2007,18(3):253-270.
[ 44 ] 李晓,饶从满.比较视野下的教师专业标准研制与实施[J].外国教育研究,2021,48(8):3-18.
[ 45 ] Monakhova L.Y.,Fedotova V.S.Praxiocentralism in the Professional Standard of the Teacher (Continuation of the Article)[J].The Education and Science Journal,2017,19(5):9-27.
[ 46 ] Pedaste M.,Leijen .,Poom-Valickis K.,Eisenschmidt E.Teacher Professional Standards to Support Teacher Quality and Learning in Estonia[J].European Journal of Education,2019(3)54:389-399.
[ 47 ] Sachs J.Teacher Professionalism:Why are We Still Talking about it?[J].Teachers and Teaching,2016,22(4):1-13.
[ 48 ] Menter I.,Mahony P.,Hextall I.Ne’er the Twain Shall Meet?:Modernizing the Teaching Profession in Scotland and England[J].Journal of Education Policy,2004,19(2):195-214.