美、加、爱体育教师专业标准建设的经验与启示
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摘要
从历史背景、研制组织、框架体系、标准认证等方面,对美国、加拿大和爱尔兰3个国家体育教师专业标准进行分析。在历史背景方面,主要受到国家整体教育变革的影响,呈现出典型"外生式发展"特征;在标准研制组织方面,秉持"专业人做专业事"出发点,均由"专业共同体"负责且保持可持续的工作模式;在标准框架体系方面,标准呈现形式、纵向结构和横向结构均存在差异性;在标准认证方面,美国和加拿大有系统的认证程序,爱尔兰则主要依靠体育教师教育者进行自主应用。对我国启示:紧密结合教育改革趋势和体育教师发展现实需求、打造"政府+专业共同体"相结合的标准建设组织、构建具有本土特色的体育教师专业标准框架体系、充分发挥专业标准认证对人才培养质量提升作用。
In terms of historical background, development organization, framework system and standard certification etc, the authors analyzed the physical education teacher professional standards of the United States, Canada and Ireland. In terms of historical background, the standards were mainly affected by overall national education changes,showing the typical characteristics of "exogenous development"; in terms of standard development organization,based on "professionals doing professional things", all the 3 countries have a "professional community" for standard development and maintaining a sustainable working mode; in terms of standard framework system, there are differences in the presentation form, vertical structure and horizontal structure of the standards; in terms of standard certification, the United States and Canada have systematic certification procedures, while Ireland mainly depends on physical education teacher educators carrying out autonomous application. Inspirations to China are as follows:closely follow the trend of education reform and the realistic needs of physical education teacher development; establish a "government and professional community" combined standard construction organization; build a physical education teacher professional standard framework system with local features; fully exert professional standard certification's role in improving the quality of talent cultivation.
In terms of historical background, development organization, framework system and standard certification etc, the authors analyzed the physical education teacher professional standards of the United States, Canada and Ireland. In terms of historical background, the standards were mainly affected by overall national education changes,showing the typical characteristics of "exogenous development"; in terms of standard development organization,based on "professionals doing professional things", all the 3 countries have a "professional community" for standard development and maintaining a sustainable working mode; in terms of standard framework system, there are differences in the presentation form, vertical structure and horizontal structure of the standards; in terms of standard certification, the United States and Canada have systematic certification procedures, while Ireland mainly depends on physical education teacher educators carrying out autonomous application. Inspirations to China are as follows:closely follow the trend of education reform and the realistic needs of physical education teacher development; establish a "government and professional community" combined standard construction organization; build a physical education teacher professional standard framework system with local features; fully exert professional standard certification's role in improving the quality of talent cultivation.
引文
[1]中共中央国务院关于全面深化新时代教师队伍建设改革的意见[EB/OL].[2018-04-20].http://www.gov.cn/zhengce/2018-01/31/content_5262659.htm.
[2]荀渊.美国教师教育标准的历史逻辑和现实需要[J].教师教育研究,2010,22(5):75-80.
[3]KLECKA C L,ODELL S J,HOUSTON R W,et al.Visions for teacher educators:Perspectives on the association of teacher educators’standards[M].New York:Association of Teacher Educators and Rowman&Littlefield Education,2009.
[4]GREBER F D,HENDERSON D E,KEOGH B J,et al.Physical education teacher education:Curriculum,pedagogy,certification,history,issues,trends[DB/OL].(2013-04-06)[2018-02-12].http://.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/31/d1/65.pdf.
[5]BUCHER C.Foundations of physical education(4th edition)[M].St.Louis:Mosby,1964.
[6]GOSSELIN A.L’Instruction au Canada sous le régime fran?ais(1635-1760)[M].Québec:Laflamme&Proulx,1911:472-475.
[7]巫娜,杨登伟.加拿大教师专业标准的价值取向变迁及启示[J].外国中小学教育,2017(11):65-70.
[8]普琳焱.《爱尔兰教师专业行为标准》解读:内涵与特征[J].牡丹江教育学院学报,2015(2):39-40.
[9]露丝·多兰,金燕娜.多因素影响下的爱尔兰教师教育[J].外国中小学教育,2015(12):1-4.
[10]张治国.美国四大全国性专业标准的比较及其对我国的借鉴意义[J].外国教育研究,2009,36(4):34-38.
[11]周立人.从加拿大教师教育看我国教师教育的发展[J].中国高等教育,2002(9):45-46.
[12]郑华.加拿大教师教育及其启示--以皇后大学为例[J].学理论,2013(2):279-280+283.
[13]尹志华,汪晓赞,季浏.爱尔兰职前体育教师专业标准的分析与启示[J].北京体育大学学报,2017,40(11):73-79.
[14]王枬,顾洋.教师专业共同体构建研究[J].民族教育研究,2015,26(1):65-70.
[15]CHRóINíN D N,O’SULLIVAN M,TORMEY R.Teacher educators’perspectives on the implementation of beginning teacher standards for physical education in Ireland:developing and regulating the profession?[J].European Journal of Teacher Education,2013,36(3):261-278.
[16]朱旭东,李琼.教师教育标准体系研究[M].北京:北京师范大学出版社,2011:27-29.
[17]周文叶,崔允漷.何为教师之专业:教师专业标准比较的视角[J].全球教育展望,2012,41(4):31-37.
[18]SENNE T A,LUND J L.Navigating the program evaluation process for PETE&kinesiology:A roadmap for success[C].Reston:National Association for Sport and Physical Education,2012:3-7.
[19]HAKEL M,ANDERSON K J,ELLIOTT S.Assessing accomplished teaching:Advanced-level certification programs[M].Washington DC:National Research Council,2008.
[20]尹志华.中国体育教师专业标准体系的探索性研究[D].上海:华东师范大学,2014:147-148.
[21]GAUDREAULT K L,WOODS A M.National Board certified physical educators:perceived differences from colleagues[J].Global Journal of Health and Physical Education Pedagogy,2012(3):189-202.
[22]PHILLIPS A.A comparison of National Board certified teachers on student competency in high school physical education[J].The Physical Educator,2008(3):114-121.
[23]WOODS A M,RHOADES J L.National Board Certified Physical Educators perceived:Changes related to the certification process[J].Research Quarterly for Exercise and Sport,2012,83(2):235-244.
[24]李景龙,柏琳.基于委托代理理论的打假模型[J].北京邮电大学学报(社会科学版),2017,19(4):72-79.
[25]WARD P.The role of content knowledge in conceptions of teaching effectiveness in physical education[J].Research Quarterly for Exercise and Sport,2013,84(4):431-440.
[26]RICHARDS K R,OUSNER L D,TEMPLIN T J.Addressing physical education teacher socialization through standards-based reform of physical education teacher education[J].Quest,2018(2):1-20.
[2]荀渊.美国教师教育标准的历史逻辑和现实需要[J].教师教育研究,2010,22(5):75-80.
[3]KLECKA C L,ODELL S J,HOUSTON R W,et al.Visions for teacher educators:Perspectives on the association of teacher educators’standards[M].New York:Association of Teacher Educators and Rowman&Littlefield Education,2009.
[4]GREBER F D,HENDERSON D E,KEOGH B J,et al.Physical education teacher education:Curriculum,pedagogy,certification,history,issues,trends[DB/OL].(2013-04-06)[2018-02-12].http://.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/31/d1/65.pdf.
[5]BUCHER C.Foundations of physical education(4th edition)[M].St.Louis:Mosby,1964.
[6]GOSSELIN A.L’Instruction au Canada sous le régime fran?ais(1635-1760)[M].Québec:Laflamme&Proulx,1911:472-475.
[7]巫娜,杨登伟.加拿大教师专业标准的价值取向变迁及启示[J].外国中小学教育,2017(11):65-70.
[8]普琳焱.《爱尔兰教师专业行为标准》解读:内涵与特征[J].牡丹江教育学院学报,2015(2):39-40.
[9]露丝·多兰,金燕娜.多因素影响下的爱尔兰教师教育[J].外国中小学教育,2015(12):1-4.
[10]张治国.美国四大全国性专业标准的比较及其对我国的借鉴意义[J].外国教育研究,2009,36(4):34-38.
[11]周立人.从加拿大教师教育看我国教师教育的发展[J].中国高等教育,2002(9):45-46.
[12]郑华.加拿大教师教育及其启示--以皇后大学为例[J].学理论,2013(2):279-280+283.
[13]尹志华,汪晓赞,季浏.爱尔兰职前体育教师专业标准的分析与启示[J].北京体育大学学报,2017,40(11):73-79.
[14]王枬,顾洋.教师专业共同体构建研究[J].民族教育研究,2015,26(1):65-70.
[15]CHRóINíN D N,O’SULLIVAN M,TORMEY R.Teacher educators’perspectives on the implementation of beginning teacher standards for physical education in Ireland:developing and regulating the profession?[J].European Journal of Teacher Education,2013,36(3):261-278.
[16]朱旭东,李琼.教师教育标准体系研究[M].北京:北京师范大学出版社,2011:27-29.
[17]周文叶,崔允漷.何为教师之专业:教师专业标准比较的视角[J].全球教育展望,2012,41(4):31-37.
[18]SENNE T A,LUND J L.Navigating the program evaluation process for PETE&kinesiology:A roadmap for success[C].Reston:National Association for Sport and Physical Education,2012:3-7.
[19]HAKEL M,ANDERSON K J,ELLIOTT S.Assessing accomplished teaching:Advanced-level certification programs[M].Washington DC:National Research Council,2008.
[20]尹志华.中国体育教师专业标准体系的探索性研究[D].上海:华东师范大学,2014:147-148.
[21]GAUDREAULT K L,WOODS A M.National Board certified physical educators:perceived differences from colleagues[J].Global Journal of Health and Physical Education Pedagogy,2012(3):189-202.
[22]PHILLIPS A.A comparison of National Board certified teachers on student competency in high school physical education[J].The Physical Educator,2008(3):114-121.
[23]WOODS A M,RHOADES J L.National Board Certified Physical Educators perceived:Changes related to the certification process[J].Research Quarterly for Exercise and Sport,2012,83(2):235-244.
[24]李景龙,柏琳.基于委托代理理论的打假模型[J].北京邮电大学学报(社会科学版),2017,19(4):72-79.
[25]WARD P.The role of content knowledge in conceptions of teaching effectiveness in physical education[J].Research Quarterly for Exercise and Sport,2013,84(4):431-440.
[26]RICHARDS K R,OUSNER L D,TEMPLIN T J.Addressing physical education teacher socialization through standards-based reform of physical education teacher education[J].Quest,2018(2):1-20.
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