美国教师培养项目评价的特点及问题

On the Features and Problems of American Teacher Preparation Program Evaluation

教师培养项目(TPP)评价是当代美国提升中小学教师职前培养质量的重要举措。美国TPP项目评价具有两大显著特点,即多主体参与、崇尚科学性。该项目评价的基本格局正是多主体、多标准并行,而评价设计与评价方法的科学化则是美国TPP项目评价科学性的直接体现。当代美国TPP项目评价还面临着诸多挑战,评价系统的有效性、政治文化的干扰、评价系统自身的合法性、评价结果的社会认可等,都是制约美国TPP项目评价持续性的主要瓶颈。美国TPP项目评价的未来发展态势主要体现在三个方面,即加大评价理论攻关,引导评价系统健康竞争,官方与非官方评价系统走向融通。

Teacher Preparation Program（TPP）evaluation is the key measures for America to improve teacher education quality. TPP evaluation has two distinct features,that is,participation of multi-subjects and emphasis on scientificity. The basic characteristics of TPP evaluation are multi-subject and multi-standard in which scientization of evaluate design and evaluation methods are direct reflection of scientificity of American TPP evaluation. There are many challenges for the program to face which are effectiveness of evaluation system,disturbance of political culture,legality of evaluation system,social recognition of evaluation results,which are also main obstacles to restrict American TPP evaluation. The evaluation has three trends,which are strengthening theoretic research,leading it to participate in competition and connecting the official evaluation and non-official one.