美国英语教师培养标准和评估程序述评
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摘要
教师素质与教育质量的关系目前已经成为国际社会关注的焦点问题。通过确保教师培养质量来提高教师素养,进而保障教育质量,已经成为国际共识。在保障教师职前培养质量方面,美国最富权威的全国性教师教育认证机构——“全美教师教育认证委员会”(NCATE)做了大量的工作,不仅为教师教育机构制定标准和提供认证服务,而且也进行教师教育方案认证。前者主要针对各具体的教师培养机构或部门,后者主要针对各具体的教师培养专业或课程,形成较为完善成熟的教师教育质量认证制度。创建至今,“全美教师教育认证委员会”已经积累了50余年的认证经验。业务范围也在不断扩大。20世纪末以来,NCATE也开始酝酿对“英语第二语言”(ESL)学科的教师培养方案实施认证,与“它语者英语教师”协会(TESOL)合作,共同开发了“英语第二语言”教师培养方案的认证标准和认证程序。自2002年实施以来,产生了良好的效果,对提高美国“英语第二语言”教师的培养质量产生了积极的影响。相比而言,我国对英语教师培养质量的保障还处于较低的水准,至今尚未建立英语教师培养方案的认证标准和认证制度。因而,对美国英语教师培养方案标准和认证制度的研究,将对建立和完善我国英语教师教育质量保障制度具有重要的借鉴意义。本文在界定了相关概念和考察NCATE与TESOL各自发展历程及相互关系的基础上,阐述和分析这两个组织的结构、职能及相互关系,探讨了NCATE框架下美国“英语第二语言”教师培养方案标准的开发机制和原则,较为详细地考察了“英语第二语言”教师培养方案标准的具体内容和认证程序,并以马里兰州的圣母大学为案例,对NCATE框架下的“英语第二语言”教师培养方案的认证特点、成效和不足进行了分析,希望为我国英语教师教育质量保障制度研究提供借鉴与参考。
Significant attention has been payed to the quality of teacher and education all over the world.It's international consensus to assure education quality with teacher quality which is improved by enhancing the quality of teacher preparation. In the field of quality assurance of pre-service teacher preparation,NCATE,the most authoritative national accrediting body of teacher education, has made great efforts and achievements.It has not only established standards for professional units and accredits them,but also developed standards for the teacher preparaption programs.NCATE accredits school,colleges,and departments of education in U.S.colleges and universities as well as non-university entities,which is called unit accreditation.NCATE unit accreditation includes program accreditation which is for specific profession or curriculum of teacher education. NCATE has about 50 years of experience in accreditation of teacher education and has developed sound accrediting mechanisms to ensure the quality of teacher prepararion. In 2002, NCATE cooperated with TESOL (Teachers of English to Speakers of Other Languages) to develop standards for the accreditation of initial programs in ESL teacher education. NCATE and TESOL have achieved a lot in assuring high quality teacher prepararion since 2002.Comparatively,China still lacks an complete accreditation system of English teacher education. So the research of accreditation for English teacher preparation programs can provide us with rich experience.Firstly,This thesis defines relevant terms and conceptions related to the paper. Secondly,it introduces the history of development of NCATE and TESOL and expounds and analyzes the structures,function and principles of these two organizations and their relationship.Thirdly,this thesis explores principles and guidelines which NCATE sets for the development of the standards for ESL teacher prepararion and dicusses the mechanism of standard development.Fourthly,this paper describes the standards for ESL teacher prepararion and the corresponding accreditation process at length.Fifly,this thesis also introduces the accreditation for ESL teacher education program in College of Notre Dame of Maryland,which is a good example to illustrate the accreditation with TESOL/NCATE program standards.Furthermore this thesis analyzes the effect on implementation of the accreditation system for ESL teacher preparation program, summarizes the characteristics,merits and demerits of the accreditation system and puts forword the experience it provides.
Significant attention has been payed to the quality of teacher and education all over the world.It's international consensus to assure education quality with teacher quality which is improved by enhancing the quality of teacher preparation. In the field of quality assurance of pre-service teacher preparation,NCATE,the most authoritative national accrediting body of teacher education, has made great efforts and achievements.It has not only established standards for professional units and accredits them,but also developed standards for the teacher preparaption programs.NCATE accredits school,colleges,and departments of education in U.S.colleges and universities as well as non-university entities,which is called unit accreditation.NCATE unit accreditation includes program accreditation which is for specific profession or curriculum of teacher education. NCATE has about 50 years of experience in accreditation of teacher education and has developed sound accrediting mechanisms to ensure the quality of teacher prepararion. In 2002, NCATE cooperated with TESOL (Teachers of English to Speakers of Other Languages) to develop standards for the accreditation of initial programs in ESL teacher education. NCATE and TESOL have achieved a lot in assuring high quality teacher prepararion since 2002.Comparatively,China still lacks an complete accreditation system of English teacher education. So the research of accreditation for English teacher preparation programs can provide us with rich experience.Firstly,This thesis defines relevant terms and conceptions related to the paper. Secondly,it introduces the history of development of NCATE and TESOL and expounds and analyzes the structures,function and principles of these two organizations and their relationship.Thirdly,this thesis explores principles and guidelines which NCATE sets for the development of the standards for ESL teacher prepararion and dicusses the mechanism of standard development.Fourthly,this paper describes the standards for ESL teacher prepararion and the corresponding accreditation process at length.Fifly,this thesis also introduces the accreditation for ESL teacher education program in College of Notre Dame of Maryland,which is a good example to illustrate the accreditation with TESOL/NCATE program standards.Furthermore this thesis analyzes the effect on implementation of the accreditation system for ESL teacher preparation program, summarizes the characteristics,merits and demerits of the accreditation system and puts forword the experience it provides.
引文
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80 TESOL.Standing Rule X .Committees Task Force and commissions[EB/OL].http://www.tesol.org/s_te soyseccss.asp?CID=413&DID=2038:1-5.
81 TESOL,Advisory Committees of Boards[EB/OL]. http://www.tesol.org/s_ tesol/seccss.asp?CID=900&DID=3876.
82 TESOL,Standing RuleVI.relationships with other organizations[EB/OL].http://wbww.tesol.org/s_tesol/seccss.asp?CID=413&DID=2038.
83 TESOL,standing committees of board[EB/OL]. http://www.tesol.org/s_tesol/seccss.asp?CID=683&DID=2823.
84 DonWeasenforth.Celebrating101TESOLAffiliates[EB/OL].http://www.tesol.org//s_teso l/article.asp?vid=196&DID=10545&sid =1&cid=770&iid=10538&nid=3 314.
85 TESOL,Affiliates-Regional Organizations [EB/OL]. http://www.tesol.Org/s_tesol/seccss.asp?CID= 160&DID=1630.
86 TESOL,Worldwide Affiliate Directory-North America[EB/OL].http://www.tesol.org/s_tesol/sec_document.asp?CID=420&DID=2248.
87 Basic statistics on complimentary and paid membership in interest section for mem bers paid enough Jan-31-03or later[EB/OL].http://www.tesol.org/s_tesol/seccss.asp?CID=149&DID=1619.
88 700 South Washington,Suite 200.Alexandria,Virginia 22314 USA.TESOL Posision Paper on English-inly Legislation in the United States [EB/OL] .Position Statements and Paper.2005.June[EB/OL]. http://www.tesol.org/s_tesol/seccss.asp? CID=32 &DID=3.
89 TESOL Member Resolution on Language Rights[ES/OL].h ttp://www.tes ol.org/s-tesol/seccss.asp?CID=87&DID=1557.
90 Constantine Loannou.TESOL's Resolution on Language Rights[J].Friends in Tesol.Winter 2001.
91 tesol,PilotMeeting,September 12,1963[EB/OL]. http://www.tesol.org/s_tesol/secdocument.asp? CID=674&DID=2729.
92 Darling Hammond.L(2003)standards and assessments:where we are and what we need [EB/OL].Retrieved February 26,2003.http://www.tcrecord.org.
93 David Nunan,Managing the Association or Leading the Profession?[J] .Friends in TESOL, Winter 2001.
94 NCATEHandbook.http//www.ncate.org/institutions/hbk_contents.asp?ch=42&hbkch=1.2008:25 [EB/OL].
95 TESOL Task Force.NCATE/TESOL standardsfor the accreditation of the initial programs in P-12ESL teacher education .draft prepared by TESOL task force.April 2002[EB/OL].www.ncate.org/documents/programstandards/tesol.pdf: 2-5.
96 Program Standards and Report Forms [EB/OL]. http//www.ncate.org/public/ Program Standards, asp? Ch=90.
97 NCATEH and book,http//www.ncate.org/institutions/hbk_contents.asp?ch=42&hbkch=1:11-12[EB/OL].
98 National Council for Accreditation of Teacher Education,Professional Standards for Accreditation of Teacher Preparation Institutions,2008.EditionWashingtonDC:20036-1023 [EB/OL]. www.ncate.org,Febr uary 2008:5,6,11,47,48.
99 Guidelines and Procedures for the NCATE Program Review.http//www.ncate. org/public/guidlinsProcedures,asp?ch=90.
100 NCATE,section 5—operating procedures of the specialty areas studies board(SASB).http://www. ncate.org/governance/sasb Policies.asp?ch=122.
101 15years of growth.http://www.ncate.org/public/aboutNCATE.asp.pdf.updated may 22.2007:6[EB/OL].
102 National Council for Accreditation of Teacher Education [EB/OL].http://www.advanc-ed.org/about-us/?2008-11.
103 National Council for Accreditation of Teacher Education [EB/OL] .http://www.ncate.org/public/aboutNCATE.asp updated may22,2007.
104 National Council for Accreditation of Teacher Education[EB/OL].http://www.ncate.org/governance/memberOrgnization.asp updated June19.2008.
105 Marguerite,Ann.Snow.Key Theme in TESOL MA Teacher Education, Diane J.Tedick,Second Language Teacher Education:International Perspectives [M].Lawrence Erlbaum Associates,Inc.,Publishers,2005:261-270.
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107 Kate.Menken & Philippe.Holmes.Balancing Teacher Quantity with Qualilty[J].Fram Ing Effective Practice,2000:41-52.
108 K.Tellex&HC.Waxman.Preparing Quality Educators for English Language Learners:Research,Policies and Practices[M].Routledge,2006:1-23,189-192.
109 Dale L.Lange.A Blue Print for a Teacher Development Program. Jack C. Richard,David.Nunan.Second Teacher Education[M].Cambridge University Press,1990:245-268.
110 Jerry G.Gebbard .Interaction in a Practicum.Jack C. Richard,David.Nunan.Second Teacher Education[M].Cambridge University Press, 1990:118-131.
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112 David Hanauer& Michael Newman.TESOL/NCATE Teacher Education Standa rds:Why They Don't Work and How to Fix Them,NYS TESOL Idiom,Vol.15,Fall,2005.
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*TESOL即“它语者英语教师(Teachers of English to Speakers of Other Languages)”协会.
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*NCATE,section 5—operating procedures of the specialty areas studiesboard(SASB),http://www.ncate.org/gov erna nce/sasb Policies.asp?ch=122.
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*以上四个组织分别是:应用语言中心(the Center for Applied Linguistics简称CAL)、美国现代语言协会(TheMordern Language Association of America简称MLAA)、全美国际学生社团协会(The Nationa Association of Foreign Student Affairs简称NAFSA)、全美英语教师协会(The National Council of Teachers English简称NCTE)和美国言语协会(The Speech Association of America简称SAA)。这四个组织都极为关注英语第二语言问题,但都不是专门致力于英语第二语言问题的研究和教学工作的.
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