21世纪澳大利亚职前教师教育质量保障措施探析
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摘要
21世纪以来,澳大利亚政府就职前教师教育的培养采取了一系列质量保障措施。从政策保障、机构建立、入学人员选拔、合作伙伴关系下的专业实践、教师专业标准以及职前教师教育研究等方面入手,对澳大利亚政府所采取的职前教师教育质量保障措施进行分析,总结出澳大利亚职前教师教育质量保障措施呈现的四个取向,即新管理主义取向、全程专业标准化取向、专业实践取向和实证主义取向。
The Australian government was ambitious in the field of initialteacher education since the beginning of the 21 st century,and therefore made a number of initiatives to ensure the quality of initial teacher education. This paper interprets the government's quality assurance initiatives for initial teacher education in the following six dimensions: policy assurance, organizational assurance, selection of entrants assurance, resources assurance of professional experience under partnership, completion assurance and research assurance of initial teacher education. It then concludes the Orientations of quality assurance system of Australian government: new managerialism orientation, high-end orientation on full professional standardization, professional orientations, practical orientations and positivism orientation.
The Australian government was ambitious in the field of initialteacher education since the beginning of the 21 st century,and therefore made a number of initiatives to ensure the quality of initial teacher education. This paper interprets the government's quality assurance initiatives for initial teacher education in the following six dimensions: policy assurance, organizational assurance, selection of entrants assurance, resources assurance of professional experience under partnership, completion assurance and research assurance of initial teacher education. It then concludes the Orientations of quality assurance system of Australian government: new managerialism orientation, high-end orientation on full professional standardization, professional orientations, practical orientations and positivism orientation.
引文
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[2] Teacher quality and Leadership Taskforce.A national framework for professional standards for teaching[R].Canberra:Ministerial Council on Education,Employment Training and Youth Affairs.2003:8-11.
[3] Australian Institute for Teaching and School Leadership.National professional standards for teachers[R].Melbourne:Australian Institute for Teaching and School Leadership.2011:5-22.
[4] Teacher Education Ministerial Advisory Group.Action now:classroom ready teachers-Australian Government Response [BE/OL].(2015-02-06)[2016-10-11].https://docs.education.gov.au/node/36795.2016-10-11.
[5] Teacher Education Ministerial Advisory Group.Action now:classroom ready teachers[BE/OL].(2014-11-08)[2018-02-20].https://www.aitsl.edu.au/tools-resources/resource/action-now-classroom-ready-teachers.
[6] Australian Institute for Teaching and School Leadership.Accreditation of initial teacher education programs in Australia -standards and procedures[R].Melbourne:Australian Institute for Teaching and School Leadership,2015.
[7] Ministers for the Department of Education and Training.$16.9 million to help lift teacher quality[BE/OL].(2015-02-11)[2016-05-07].http://ministers.education.gov.au/pyne/169-million-help-lift-teacherquality.
[8] Australian Institute for Teaching and School Leadership.Mission[BE/OL].(2015-05-14)[2016-11-27].http://www.aitsl.edu.au/about-us.
[9] HARDY I.The production of Australian professional development policy texts as a site of contest:the case of the Federal Quality Teacher Programme.the Australian Educational Researcher[J].2009,36(1):73-88.
[10] 谌启标,柳国辉.21世纪澳大利亚教师专业发展政策改革述评[J].比较教育研究,2014,36(8):12-17.
[11] Australian Institute for Teaching and School Leadership.Literacy and numeracy test for initial teacher education students assessment framework[R].Melbourne:Australian Institute for Teaching and School Leadership.2013:29.
[12] Australian Government Department of Education and Training.Literacy and numeracy test for initial teacher education students questions and answers for students[BE/OL].(2015-03-16) [2015-12-05].https://education.arts.unsw.edu.au/media/EDUCFile/Questions_and_Answers_Students.pdf.
[13] Australian Institute for Teaching and School Leadership.Action now:selection of entrants into initial teacher education guidelines[BE/OL].(2015-08-12)[2016-11-18].http://www.aitsl.edu.au/docs/default-source/initial-teacher-education-resources/aitsl-selection-guidelines.pdf?sfvrsn=2.
[14] Department of Education,Employment and Workplace Relations.Administrative information improving the practical component of teacher education program[EB/OL].(2015-06-24)[2015-11-26].http://www.deewr.go.v.au/Schooling/Quality Teaching/ professional-experience/Documents/AdminInfo.pdf.
[15] Australasian Forum of Teacher Registration and Ac-creditation Authorities.The framework for the national recognition of approved pre-service teacher education programs[EB/OL].(2015-06-12)[2015-11-28].http://www.acde.edu.au/docs/ aftraa.pdf.
[16] Australian Institute for Teaching and School Leadership.Supervising preservice teachers[BE/OL].(2015-03-11)[2015-12-13].http://www.aitsl.edu.au/docs/default-source/initial-teacher-education-resources/supervising-pre-service-teachers-resources/supervising-preservice-teachers-program-presentation.pdf.
[17] Australian Institute for Teaching and School Leadership.Professional experience participant roles and responsibilities[BE/OL].(2015-10-21)[2016-03-23].http://www.aitsl.edu.au/docs/default-source/initial-teacher-education-resources/participant-roles-and-responsibilities-in-professional-experience.pdf?sfvrsn=2.2016:3-23.
[18] Research Agenda for Initial Teacher Education in Australia.Research agenda for initial teacher education in Australia[BE/OL].(2016-03-15)[ 2016-09-19].http://www.aitsl.edu.au/docs/default-source/aitsl-research/ITE-research-agenda.pdf?sfvrsn=4.
[19] 赵奕淼,胡秀威.澳大利亚职前教师教育合作伙伴关系的构建与发展[J].世界教育信息,2012,25(Z1):58-60.