美国教师入职教育嬗变:历史语境与发展现状

Evolution of Teacher Induction in USA: Historical Context and Recent Focus

19世纪80年代中期在美国,新教师首先需担任学徒(mentee)或学生教师(student teacher)的做法被视为传统的、民间的、非正式培养新教师的样本。20世纪初,美国公共教育领域改革开始推动教师专业发展走向历史舞台,教师专业发展带动对新入职教师的关注,民间呼吁与官方认可则加速入职教育的回归。20世纪80年代,由学区、学校提供各式入职项目,在全美各州逐步推广,获得美国主流教师教育报告的关注,在美国多项联邦政府法案中谈及。当今美国教师入职教育研究基本关注3个层面:考察入职教育的意义性、可行性、操作性等;探索系统性教师入职项目的结构与标准;关注教师入职教育的成效与评估。

In the late 1880 s, new teachers first became a mentee or student teacher. This traditional, informal preparation practice for new teachers was regarded as a model for the cultivation of teachers. In the early 20 century, American public education reform pushed teacher professional development in front, which brought new attention to teacher induction. Public appeal and official recognition accelerated the return of teacher induction. In 1980 s, induction programs offered by schools and school districts were gradually promoted in all states in the US, which were recognized by major teacher education reports and mentioned in several federal acts. Research approaches of teacher induction in USA focus on 3 aspects: examine the meaning, feasibility, and operability of teacher education;explore the structure and standards of systematic induction programs;and pay attention to the effectiveness and assessment of induction programs.