美国教师教育专业标准的演进与教师专业化

The Evolution of Teacher Education Professional Standards and Teachers' Specialization in America

二战后,美国为提高教师教育水平,十分重视教师教育专业标准的制定和实施。全美教师教育认可委员会(NCATE)自1952年成立以来,积极致力于教师教育专业标准的制定、实施和完善。其评价核心的演变形式为:培养目标(1957年);课程(60年代—70年代);知识基础(80年代—90年代初);绩效(1995年至今)。教师教育专业标准的实施,极大地推动了美国教师专业化的进程。

Since World War II, in order to improve the quality of education, the United States attaches great importance to the development and implementation of teacher education professional standards. NCATE actively committed to the development, improvement and accreditation activities of the professional standards of teacher education since its establishment in 1952. The evolution of evaluation＇ s cores include the following stages, training objectives （1957）; curriculum （1960s-- 1970s） ; knowledge （1980s--the early 1990s） ; performance （1995 until now）. The implementation of teacher education professional standards had greatly promoted the progress of teacher professionalization forward.