加拿大教师专业标准的价值取向变迁及启示

The Value Orientation Changes in Canadian Teaching Profession's Standards and Its Implication

教师专业标准是衡量教师专业素养的准绳,是教师职业走向专业化的重要标志,也是学校教学质量的重要保障。基础教育事业走在世界前列的加拿大,尤为重视教师专业标准的变革,其教师专业标准的价值取向历经宗教伦理取向、科学主义取向、新工会主义取向到如今的增权赋能取向,在不断提升教师专业水平的同时,也关注教师的个体需求和个人权益,赋予教师更多的专业发展自主权,教师专业标准兼具外在规约与重视教师的内在自我约束双重功能,为加拿大教师专业发展提供了重要保障。加拿大教师专业标准价值取向的变迁,为我国教师教育改革提供了一定的借鉴。

Standards for teaching professions are guiding principles helping to evaluate teachers＇ professional qualities, important indicators for a mature professions, and necessary prerequisites of education quality in schools. Canada, as one of leading figures in basic education development, gives priority to define and refine standards for teachers at different historic stages. The value of teaching professional standards in most of provinces in Canada has gone through the following orientations： religious ethics, rationalistic scientism, new unionism, and empowerment and enabling, which not only aims to enhance teachers＇ professional competency, but also intends to increase teachers professional powers and meet their personal needs. Teachers in Canada has gained professional autonomy rights under this background. All in all, the gradually developed teaching professional standards with different value orientation in Canada have restrict functions both from the outside and inside, providing critical support for teachers＇ professional development. The experiences and lessons in value orientation changes of teaching professional standards in provinces of Canada could be references for teacher education reform in China.