OECD国家高质量学前教师队伍建设的行动与启示

Actions and Enlightenment on the Construction of High-quality Preschool Teachers in OECD Countries

高质量学前教师队伍建设是普及有质量的学前教育和建设高质量学前教育体系的关键支撑。OECD国家从扩总量、保存量、提质量三个方面协同推进高质量学前教师队伍建设。以提高学前教师职业吸引力、拓宽教师准入路径、吸纳男性教师加入为主要举措招聘新教师;以改善工资激励机制、优化工作条件、加强领导力为主要举措稳定教师队伍;以加强职前培养和职后培训支持为关键策略提升教师专业能力。改革思路是以社会舆论为突破口提升教师的社会荣誉感;以薪酬激励为着力点提升教师的职业获得感;以专业成长为落脚点提升教师的专业胜任感。借此经验,我国可从提升学前教师社会美誉度、改善学前教师工资待遇和促进学前教师专业发展三方面统筹推进教师队伍建设与改革,为我国学前教育事业健康稳定发展提供有力保障。

The construction of high-quality preschool teachers is the key support for popularizing quality preschool education and building a high-quality preschool education system. OECD countries have collaborated to promote the construction of high-quality pre-school teachers from three aspects: expanding the total quantity, preserving the quantity and improving the quality. The main measures to recruit new teachers are to improve the professional attractiveness of preschool teachers, expand the teacher pool, and attract male teachers;to improve the salary incentive mechanism, optimize working conditions and strengthen leadership as the main measures to stabilize the teaching team;strengthen pre-service training and post service training support as the key strategy to improve teachers’ professional development. The idea behind the reform is to take the public opinion as a breakthrough to enhance teachers’ sense of social honor;make salary incentive as the focus to enhance teachers’ sense of professional acquisition;and use professional growth as a stepping stone to improve teachers’ professional competence. Based on this experience, China can comprehensively promote the construction and reform of the teacher team from three aspects: enhancing the social reputation of preschool teachers, improving the treatment guarantee of preschool teachers and promoting the professional development of preschool teachers. This will provide a solid foundation for the healthy and sustainable development of preschool education in China.