美国教师教育项目中教师品性评价的实施

The Implementation of Teacher Dispositions Assessment in American Teacher Education Program

为了培养优秀的教师候选人,美国教师教育项目开展了教师品性评价。该评价贯穿于教师候选人的整个学习和实习期间,旨在使教师候选人的品性在不断的反馈中得到充分发展。美国各高校教师教育项目对教师候选人的成功至关重要的品性评价内容进行界定。评价所使用的方法包括行为检核表、评价量表、访谈和品性反思文章。品性评价的实施涉及教师品性评价介绍课程、签订教师品性评价协议、四次主要评价、不定时的评价和评价结果的应用。教师品性的改进采用发挥教授和导师的模范作用、教师品性研讨会、品性改进课程和PDR-PREP方法等途径。

In order to effectively produce excellent teacher candidates, teacher preparation programs across America begin to embrace the objective assessment of the dispositions of pre-service teachers, throughout the duration of their internship as well as practicum classes and coursework, aiming to fully develop the dispositions of the teacher candidates in the process of continuous feedback. In America, universities define the content of dispositions assessments in their teacher preparation programs that they believe are critical to the success of teacher candidates. The methods used for dispositions assessment include behaviors checklist, teacher dispositions assessment, interview and writing dispositions essays. The assessment implementation steps involve an introduction course of teacher dispositions, signing an agreement on dispositions assessment, four main evaluations, irregular evaluations and the application of evaluation results. The ways for promoting dispositions include the exemplary role of professors and advisors, dispositions seminars, dispositions improvement course and PDQ-PREP.