美国教师质量问责机制转型的基本特征及交互关系

The Transformation and Logical Relationship of Contemporary American Teacher Quality Accountability Mechanisms

国家力量、专业力量、市场力量共同塑造着美国教师质量问责的现实图景。虽然每种力量的出发点、关注点、着力点不同,但都承认教师质量的重要价值,并共同致力于改进教师质量的理论建设与实践努力。20世纪80年代以来,三种取向的教师质量问责不仅经历了自身在理论与实践层面逐步完善的过程,同时也经历了一个彼此借鉴、相互支持的发展过程,并逐步形成了混合型教师质量问责机制,从而从不同角度确保了美国教师质量的持续改进。立足我国实际,应建立第三方教师质量问责机构和大规模学生学业成绩数据库,建立健全教师质量年度报告机制、教师教育评估认证机制以及教师质量经费效能问责机制。

The real prospect of teacher quality accountability in the U.S. is shaped by the joint force of government, professionals and the market. All the three forces, though different in its origin, focus and emphasis, value the importance of teacher quality and are committed to the theoretical construction and practical effort to guarantee and improve teacher quality. Since the 1980 s, three orientations of teacher quality accountability have not only gained a gradual improvement at theoretical and practical levels, but also undergone a development period featured by mutual learning and mutual support. Eventually, a mixed mode of teacher quality accountability mechanism is established to maintain continuous improvements of teacher quality. Drawing on the American teacher quality accountability model and based on China’s reality, the core of promoting the establishment of teacher quality accountability mechanism is to establish a kind of institution, namely the third-party teacher quality accountability institution, a large-scale student academic achievement database, and three mechanisms, namely teachers’ quality annual report mechanism, teacher education evaluation certification mechanism, teachers’ quality funding effectiveness accountability mechanism.