走向共享责任的再专业化:加拿大阿尔伯塔省教师教育政策的变革

Approaching to A Shared Responsibility Re-professionalising:Teacher Education Policy Development in Alberta Province of Canada

作为影响教育改革与学生发展质量的教师专业化,日益成为一种地方性概念与实践。20世纪70年代以来,作为加拿大西部重要省份的阿尔伯塔省能动应用地方性教师教育政策工具,推进教师专业化内涵的深化与话语范式转变,逐步形成了包括省教育部、大学教育学院与教师专业协会等主要利益相关者力量共同参与的共享责任的教师再专业化的管理范式,反映了加拿大教师教育政策能动地回应地区政治、经济与人口变革所带来的综合性挑战的重要特性。

Teachers＇ professional development, which has become a local concept and practice, is increasing playing a key role in educational reforms and development quality of students. Since the 1970s, as an important western Canadian prov- inces , Alberta local teacher education policy has been used a dynamic instrument to promote and deepen the connotation of teacher professional development, which has shaped the professional paradigms and discourses, in order to enhance regional educational quality development. On the one hand, it reflects the Canadian teacher education policy change dynamically responding to the political, economic and demographic changes brought about by the general challenges; On the other hand, there has been a new collaborative teacher professionalising policy pattern formed including Ministry of Education, Faculty of Education and the teachers＇ professional associations and other key stakeholders.