教学专业与教师发展——美国教师评鉴指标分析

Teaching Profession and Teacher Development——An Analysis of Teaching Standards for Teacher Evaluation in the USA

本文以加州和威斯康星州两州为例,讨论美国教师评鉴制度。首先介绍美国教师评鉴制度的历史发展,以窥见一套原本以总结性评鉴为思考模式的评鉴制度,如何发展至今重视教师发展的形成性评鉴制度。其次,介绍《加州教学专业标准》和《威斯康星州教师发展与证照标准》两份文件中的理念与目标,规准与指针,及实施的流程;分析教学专业与教师发展的意义如何呈现在评鉴的流程之中。

This paper discusses teacher evaluation in the USA by taking states of California and Wisconsin as examples. First, the paper analyzes the development of teacher evaluation historically in the USA and proposes how the evaluation system has evolved from the summative perspective to the formative one. The formative perspective of teacher evaluation focuses on teacher development on the basis of teaching profession. Second, the paper introduces two documents: California Standards For the Teaching Profession (CSTP) and Wisconsin Standards For Teacher Development and Licensure (WSTDL). Goals and objectives, standard criteria and indicators, and the process of implementation of teacher evaluation are discussed. From the documents, the paper analyzes how the meaning of teaching profession and teacher development are recognized in the process of evaluation.