教师专业发展政策工具的使用及特征研究

A Study of the Use and Characteristics of the Policy Tools for Teachers’ Professional Development

为加强教师队伍建设,促进教师发展,2010年以来我国陆续出台一系列教师专业发展相关政策文件。分析教师专业发展政策的特征有助于政策执行者理解政策目标及政策制定者的意图,最终实现政策的有效运行。选取2010—2020年我国颁布的23份教师专业发展相关政策文件,采用政策工具的理论框架对其中政策工具的使用特征进行分析。研究发现:我国教师专业发展政策中政策工具使用在具体教师发展主题文本间存在差异,呈现多样化和交叉性特点,政策制定者更加注重对目标群体的赋能和赋权。对此,政策制定者需进一步综合运用各种政策工具,确保政策文本兼具强制性和灵活性;要从规定性政策向发展性政策转移;要注重发挥政策工具的协同效应。

In order to strengthen the construction of the teaching staff and promote the development of teachers,China has successively issued a series of policy documents related to teachers’professional development since 2010.Analyzing the characteristics of the policies for teachers’professional development can help policy executors understand the policy goals and policy makers’intentions,and ultimately achieve the effective operation of the policy.This paper selects 23 policy documents related to teachers’professional development issued by the state from 2010 to 2020,and analyzes the characteristics of the use of policy tools by adopting the theoretical framework of policy tools.The study finds that there are differences in the use of the policies for teachers’professional development in specific teacher development texts,that the use of policy tools presents diversified and cross-cutting characteristics,and that policy makers pay more attention to the energization and empowerment of target groups.In this regard,policy makers need to further comprehensively use various policy tools to ensure that the policy text is both mandatory and flexible;policy-making should shift from the prescriptive policy to the developmental policy;and more attention should be paid to the synergy of policy tools.