美国中小学初任教师入职教育研究
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摘要
教育发展,教师为本。21世纪是全球化、知识化和信息化的时代,世界各国都在积极探索和寻求促进教师专业发展的途径与方法。尤其是终身教育思想的提出,使人们认识到终身学习是一种生活方式的选择,是贯穿于人一生的连续过程。无疑,向来被称为整个教育“母机”的教师教育也应该是一个持续不断的发展过程。而这一过程不但包括职前培养和在职培训,还应包括联系这两者的关键环节——初任教师入职教育。这是因为：入职阶段是初任教师专业发展的重要阶段。初任教师在入职期能否成功实现从教学专业的学生到学生的教师这一角色的转变,不仅影响他们的职业认同感和职业持久性,还会影响他们整个职业生涯过程中的专业发展状况,从而决定着他们未来的职业形象。
美国是世界上最早实施初任教师入职教育的国家之一。1963年科南特发表的《美国师范教育》对支持初任教师的问题提出建议,标志着初任教师入职教育在美国正式开始。此后,各州积极融入到开展初任教师入职培训的浪潮中,全面推进入职教育逐步走向成熟。从横向发展来看,美国教师入职教育并不是孤立存在的,而是与当时的教师和教育领域现实背景,以及与之相关的教师教育理论研究息息相关。初任教师的大量离职、教师专业发展的需求以及终身教育理念、教师教育一体化和教师专业发展阶段理论的发展都是影响教师入职教育崛起的重要因子。从纵向发展来看,美国教师入职教育走到今天,走过了一条从孕育、产生到发展、扩充再到繁荣、成熟之路。简言之,教师入职教育从零散、非正规、非系统的导师指导转向整体、正规、系统的专业化和组织化的入职教育体系,并逐步成为国家教师教育的重要发展领域之一。
美国初任教师入职教育从最初的为初任教师提供帮助、支持以减少教师流失到现在的提高学生学习成就、促进教师专业发展,已经成为教师教育的一个有机组成部分。它有严格的教师资格和考试制度、明确的指导原则、合理的教育目标、详细的构成要素且与初任教师专业发展和入职指导计划本身相关的有效的评价体系。这一切构成了美国初任教师入职教育丰富且完善的结构体系,为初任教师综合素质的提升以及未来专业发展能力的提高都发挥了不容忽视的作用。
由于对初任教师入职教育是提升教师质量,促进教师专业发展的充分认识以及美国本身的教育分权政策。美国各州根据本州的教育政策和教师培训的侧重点采取了多种多样、各具特色的入职教育实施形式和具体措施：如突出教学导师作用,侧重教学导师与初任教师互动和支持的“教学导师指导式”；强调合作氛围,侧重中小学与大学结成伙伴关系共同进行入职培训的“校际合作式”;加强反思实践,反映初任教师在入职期的学习情况、教学经验和成果的“教学档案袋式”；满足专业发展,以关注初任教师成长需求为基础的“专业发展导向式”；强化学科背景,侧重初任教师所任教学科的内容、性质与教育教学培训相融合的“学科背景融入式”。无论何种实施形式,都可以看作是入职教育的一种综合体系,且都是为了促进教师专业成长、减少教师入职的挫折感,使其长久地留任教学岗位,进而提升教育教学质量,提高学生的学业成就。
在美国初任教师入职教育的发展过程中,其目标的达成不是一个自然和简单的过程,教师工资、教师福利、学校文化、学校管理、教师职业成就以及职业适应能力等诸多保障条件一直贯穿其中。美国教师入职教育正是满足了有利于其生长的社会制度、学校环境和教师自身条件等一定的先决条件,教师入职教育的开展才逐步趋近预订目标并取得了一定的预期效果,即稳定了教师队伍,提高了教师综合素质,增进了学生学业成就和减少了教育资源浪费。
今天,美国教师入职教育已经走出了一条比较成熟和完善的发展道路,呈现出以初任教师准入制度确保教师质量和素质为目标,外部保障措施推动教师入职教育实施为前提,入职教育内容符合教师成长需求为导向,入职教育实施强调教师专业发展为取向,评价体系发挥系统性和科学性为原则的鲜明特色。并在教育政策、制度保障、教育目标、指导环节以及培训形式等方面对我国教师入职教育的发展提供了有益借鉴。当然,美国教师入职教育在发展的同时也留下了尚待解决的问题,如教育分权导致的政策、资源和文化的落差、特殊教育等领域难以实现完全公平、教学导师的“评价”和“指导”双重角色不均衡。美国政府正在力求传承自身特色的基础上,努力寻求突破与创新。在未来的教师入职教育开展中,将继续关注和满足初任教师群体需求、健全教师入职教育制度化保障以及强化教师入职教育体系建设,以期建立起更加系统、科学和完善的初任教师入职教育体系。
Teacher is the key to the development of education. The21st century is an era of information, knowledge and globalization. All the countries of the world are exploring the approaches and methods for enhancing teachers'quality. As the appearance of life-long education, more and more people recognize that life-long learning will become a choice for life style, and it should be a continuous process through people's whole life. No doubt, teacher education, as the master of educational process, should be developed as the evolution of the world. It not only includes pre-service education and in-service training, but also contains the bridge of the two phases, namely beginning teacher induction which is a key phase in teacher professional development process. In the induction period, whether the beginning teachers successfully realize the transformation from a student of teaching to an eligible teacher or not will influence not only their professional sense and permanence, but also their professional development in the whole career in the future.
The United States of America is one of the countries where the beginning teacher induction was been adopted firstly..As the publishing of "American Normal Education" by Conant in1963, it has been recognized as the beginning of teacher induction in US. From then, many states in the US have begun to implement teacher induction and make it mature gradually. Horizontally, it is well known that the appearance of American teacher induction is not by chance related to social background of the teachers and educational condition and teachers' educational theory in those years. The emergence of American teacher induction can be attributed to the following factors:beginning teacher attrition, professional development need, life-long education idea, integration of teacher education and teacher professional development stage theory and etc. Vertically, American teacher induction has experienced a tough road:from gestate, emerging development, prosperity to mature. In short, American teacher induction completed a transition from fragmented, informal, non-systemic teacher mentoring to integral, formal, systemic teacher induction. And it has become a main developing field for American teacher education.
American beginning teacher induction initially aims to offer support and help to the beginning teachers, and decrease the new teacher attrition. As its fast developing, it changes to improve the student learning and promote teacher professional developments. Now, it has become an organic composition of teacher education. In addition, American beginning teacher induction is characterized by strict teacher qualification and examination systems, specific guideline, reasonable goal, detailed elements, and evaluation system orients to teacher professional development and teacher induction program. All these constitute the rich and perfect the structural system of American beginning teacher induction. They play an important role in improving the teachers'comprehensive qualities and professional development ability.
By better understanding the essence of teacher induction for improving teacher qualities and promoting teacher professional development, and the education decentralization policy in the US, every state adopts various ways and detailed methods in beginning teacher induction according to their differences in educational policies and teacher trainings. For example, Mentoring Mode---enhancing the mentor's function to emphasize the interaction between mentor and beginning teacher; Intercollegiate Cooperation Mode---establishing the partnership between universities and primary and middle schools, and performing teacher induction together; Teaching Portfolio Mode---enhancing reflective practice and reflecting the experiences and achievements of beginning teachers in the inductive period; Professional Development Mode---satisfying goals of teacher professional development and focusing on the needs of beginning teacher professional development; the mode of Integrating teacher induction in to existing subject background---emphasizing discipline background and integrating the subject content and nature into teacher induction. In either case, it can be considered as a comprehensive system in teacher induction. Moreover, the purpose of all modes is to promote teacher professional growth, alleviate the possible frustration, and make them stay longer, furthermore, improve the teacher's teaching quality and students' academic achievements.
The developing of American beginning teacher induction is not an easy and simple process which can be affected by many factors, such as salary, welfare, school culture, school management, teacher professional achievement and adaptability. In US, the beginning teacher induction meets the necessary prerequisites, such as suitable social circumstance, school circumstances and teacher's own terms, and etc. So the goals of American beginning teacher induction has been reached gradually and obtained some expectant results, for example, stabilized teaching staff, improved teachers' comprehensive qualities, enhanced students' academic achievements and cutting waste in education.
Nowadays, American beginning teacher induction has been well developed. The access system, outside safeguard, training content, implementing form and proper assessment are attributed to its own plausible features. Importantly, the experiments done in educational policy, legislative guarantee, educational goal, guiding links and training forms can all be regarded as beneficial references for the attempts in China. However, American beginning teacher induction has been developed for many years while there are still many problems left. For example, education decentralization policy leads to the drop of culture, resource and policy; it is hard to completely realize justice in special education; it is not balanced between mentor's evaluation and guiding dual roles. The U.S. government is making every effort to make breakthrough and innovation on the basis of inheriting self-features. In future the U.S. government will continue to meet and focus on the needs of beginning teachers. It also will improve the social security system of teacher induction and set up a more systematic, scientific and complete system of teacher induction.
美国是世界上最早实施初任教师入职教育的国家之一。1963年科南特发表的《美国师范教育》对支持初任教师的问题提出建议,标志着初任教师入职教育在美国正式开始。此后,各州积极融入到开展初任教师入职培训的浪潮中,全面推进入职教育逐步走向成熟。从横向发展来看,美国教师入职教育并不是孤立存在的,而是与当时的教师和教育领域现实背景,以及与之相关的教师教育理论研究息息相关。初任教师的大量离职、教师专业发展的需求以及终身教育理念、教师教育一体化和教师专业发展阶段理论的发展都是影响教师入职教育崛起的重要因子。从纵向发展来看,美国教师入职教育走到今天,走过了一条从孕育、产生到发展、扩充再到繁荣、成熟之路。简言之,教师入职教育从零散、非正规、非系统的导师指导转向整体、正规、系统的专业化和组织化的入职教育体系,并逐步成为国家教师教育的重要发展领域之一。
美国初任教师入职教育从最初的为初任教师提供帮助、支持以减少教师流失到现在的提高学生学习成就、促进教师专业发展,已经成为教师教育的一个有机组成部分。它有严格的教师资格和考试制度、明确的指导原则、合理的教育目标、详细的构成要素且与初任教师专业发展和入职指导计划本身相关的有效的评价体系。这一切构成了美国初任教师入职教育丰富且完善的结构体系,为初任教师综合素质的提升以及未来专业发展能力的提高都发挥了不容忽视的作用。
由于对初任教师入职教育是提升教师质量,促进教师专业发展的充分认识以及美国本身的教育分权政策。美国各州根据本州的教育政策和教师培训的侧重点采取了多种多样、各具特色的入职教育实施形式和具体措施：如突出教学导师作用,侧重教学导师与初任教师互动和支持的“教学导师指导式”；强调合作氛围,侧重中小学与大学结成伙伴关系共同进行入职培训的“校际合作式”;加强反思实践,反映初任教师在入职期的学习情况、教学经验和成果的“教学档案袋式”；满足专业发展,以关注初任教师成长需求为基础的“专业发展导向式”；强化学科背景,侧重初任教师所任教学科的内容、性质与教育教学培训相融合的“学科背景融入式”。无论何种实施形式,都可以看作是入职教育的一种综合体系,且都是为了促进教师专业成长、减少教师入职的挫折感,使其长久地留任教学岗位,进而提升教育教学质量,提高学生的学业成就。
在美国初任教师入职教育的发展过程中,其目标的达成不是一个自然和简单的过程,教师工资、教师福利、学校文化、学校管理、教师职业成就以及职业适应能力等诸多保障条件一直贯穿其中。美国教师入职教育正是满足了有利于其生长的社会制度、学校环境和教师自身条件等一定的先决条件,教师入职教育的开展才逐步趋近预订目标并取得了一定的预期效果,即稳定了教师队伍,提高了教师综合素质,增进了学生学业成就和减少了教育资源浪费。
今天,美国教师入职教育已经走出了一条比较成熟和完善的发展道路,呈现出以初任教师准入制度确保教师质量和素质为目标,外部保障措施推动教师入职教育实施为前提,入职教育内容符合教师成长需求为导向,入职教育实施强调教师专业发展为取向,评价体系发挥系统性和科学性为原则的鲜明特色。并在教育政策、制度保障、教育目标、指导环节以及培训形式等方面对我国教师入职教育的发展提供了有益借鉴。当然,美国教师入职教育在发展的同时也留下了尚待解决的问题,如教育分权导致的政策、资源和文化的落差、特殊教育等领域难以实现完全公平、教学导师的“评价”和“指导”双重角色不均衡。美国政府正在力求传承自身特色的基础上,努力寻求突破与创新。在未来的教师入职教育开展中,将继续关注和满足初任教师群体需求、健全教师入职教育制度化保障以及强化教师入职教育体系建设,以期建立起更加系统、科学和完善的初任教师入职教育体系。
Teacher is the key to the development of education. The21st century is an era of information, knowledge and globalization. All the countries of the world are exploring the approaches and methods for enhancing teachers'quality. As the appearance of life-long education, more and more people recognize that life-long learning will become a choice for life style, and it should be a continuous process through people's whole life. No doubt, teacher education, as the master of educational process, should be developed as the evolution of the world. It not only includes pre-service education and in-service training, but also contains the bridge of the two phases, namely beginning teacher induction which is a key phase in teacher professional development process. In the induction period, whether the beginning teachers successfully realize the transformation from a student of teaching to an eligible teacher or not will influence not only their professional sense and permanence, but also their professional development in the whole career in the future.
The United States of America is one of the countries where the beginning teacher induction was been adopted firstly..As the publishing of "American Normal Education" by Conant in1963, it has been recognized as the beginning of teacher induction in US. From then, many states in the US have begun to implement teacher induction and make it mature gradually. Horizontally, it is well known that the appearance of American teacher induction is not by chance related to social background of the teachers and educational condition and teachers' educational theory in those years. The emergence of American teacher induction can be attributed to the following factors:beginning teacher attrition, professional development need, life-long education idea, integration of teacher education and teacher professional development stage theory and etc. Vertically, American teacher induction has experienced a tough road:from gestate, emerging development, prosperity to mature. In short, American teacher induction completed a transition from fragmented, informal, non-systemic teacher mentoring to integral, formal, systemic teacher induction. And it has become a main developing field for American teacher education.
American beginning teacher induction initially aims to offer support and help to the beginning teachers, and decrease the new teacher attrition. As its fast developing, it changes to improve the student learning and promote teacher professional developments. Now, it has become an organic composition of teacher education. In addition, American beginning teacher induction is characterized by strict teacher qualification and examination systems, specific guideline, reasonable goal, detailed elements, and evaluation system orients to teacher professional development and teacher induction program. All these constitute the rich and perfect the structural system of American beginning teacher induction. They play an important role in improving the teachers'comprehensive qualities and professional development ability.
By better understanding the essence of teacher induction for improving teacher qualities and promoting teacher professional development, and the education decentralization policy in the US, every state adopts various ways and detailed methods in beginning teacher induction according to their differences in educational policies and teacher trainings. For example, Mentoring Mode---enhancing the mentor's function to emphasize the interaction between mentor and beginning teacher; Intercollegiate Cooperation Mode---establishing the partnership between universities and primary and middle schools, and performing teacher induction together; Teaching Portfolio Mode---enhancing reflective practice and reflecting the experiences and achievements of beginning teachers in the inductive period; Professional Development Mode---satisfying goals of teacher professional development and focusing on the needs of beginning teacher professional development; the mode of Integrating teacher induction in to existing subject background---emphasizing discipline background and integrating the subject content and nature into teacher induction. In either case, it can be considered as a comprehensive system in teacher induction. Moreover, the purpose of all modes is to promote teacher professional growth, alleviate the possible frustration, and make them stay longer, furthermore, improve the teacher's teaching quality and students' academic achievements.
The developing of American beginning teacher induction is not an easy and simple process which can be affected by many factors, such as salary, welfare, school culture, school management, teacher professional achievement and adaptability. In US, the beginning teacher induction meets the necessary prerequisites, such as suitable social circumstance, school circumstances and teacher's own terms, and etc. So the goals of American beginning teacher induction has been reached gradually and obtained some expectant results, for example, stabilized teaching staff, improved teachers' comprehensive qualities, enhanced students' academic achievements and cutting waste in education.
Nowadays, American beginning teacher induction has been well developed. The access system, outside safeguard, training content, implementing form and proper assessment are attributed to its own plausible features. Importantly, the experiments done in educational policy, legislative guarantee, educational goal, guiding links and training forms can all be regarded as beneficial references for the attempts in China. However, American beginning teacher induction has been developed for many years while there are still many problems left. For example, education decentralization policy leads to the drop of culture, resource and policy; it is hard to completely realize justice in special education; it is not balanced between mentor's evaluation and guiding dual roles. The U.S. government is making every effort to make breakthrough and innovation on the basis of inheriting self-features. In future the U.S. government will continue to meet and focus on the needs of beginning teachers. It also will improve the social security system of teacher induction and set up a more systematic, scientific and complete system of teacher induction.
引文
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