教师专业标准何为?——教师专业标准思想背景与目的取向的比较透视

The Ideological Background and Purpose of Professional Standards for Teachers in Comparative Perspective

虽然制定实施教师专业标准已成国际趋势,但是教师专业标准与教师专业化、教育质量提升之间的关系仍有待澄清。厘清20世纪80年代以来的教师专业标准运动的思想背景与目的取向,对于澄清这些问题是必要的基础。经过考察发现职业专业主义与组织专业主义虽然基于不同的逻辑但却共同推动了教师专业标准运动的兴起,并构成教师专业标准的思想背景。相应地,教师专业标准也存在“导向-监管”与“评价-监管”两种目的取向,如同职业专业主义与组织专业主义虽然不同但却并非完全对立一样,“导向-发展”功能与“评价-监管”功能也是制定和实施教师专业标准时需要平衡的一对关系。专业标准并不必然具有提升教育质量和促进教师专业化的内在价值。要深度理解和合理设定专业标准的功能定位,就需要将教师专业标准放在整个学校教育系统中进行情境化,厘清其在这个系统中所处的位置及其与其他子系统的关系。

While there is an international trend towards the development and implementation of professional standards for teachers,the relationship between professional standards for teachers and teaching professionalization and the improvement of educational quality remains to be clarified.Clarifying the ideaolgical background and purpose of the movement of professional standards for teachers since the 1980s is a necessary foundation for clarifying these issues.After examination,it was found that Occupational professionalism and organizational professionalism,although based on different logics,have together contributed to the emergence of the professional standards movement and constitute the ideological context for professional standards for teachers.Accordingly,there are two orienta-tions of professional standards for teachers:development and regulation.Just as occupational professionalism and organizational professionalism are different but not completely opposed,so too are the‘development’and ‘regulation’functions that need to be balanced in the development and implementation of professional standards for teachers.Professional standards do not have the intrinsic value of improving the quality of education and promoting teaching professionalization.A deeper understanding of the positioning of professional standards requires contextualizing them within the schooling system as a whole,clarifying their position within the system and their relationship to other subsystems.