新西兰职前教师教育质量保障体系:架构、特征及成效

The Quality Assurance System of Initial Teacher Education in New Zealand: Structure, Characteristics and Effects

确保职前教师教育质量是提升教师质量的关键。20世纪80年代以来,为了回应新公共管理改革、教师教育大学化和提升教师质量的要求,新西兰职前教师教育逐步构建起以政府、大学和专业组织为主体架构的质量保障体系。政府以资金为杠杆提供政策导向,专业组织以专业力量关注职前教师的教学与学术质量,大学则主要对教师培养全过程进行质量把控。新西兰职前教师教育质量保障形成了一个主动关联的多层架构体系,并呈现出质量保障主体多元、质量保障过程协调、质量保障结果落地等特征。新西兰职前教师教育质量保障体系运行以来已产生明显成效,表现为新入职教师的从教准备较为充分、入职后教师有较高的职业满意度、学生的学业表现良好。新西兰的经验为我国职前教师教育质量保障体系的构建带来有益启示:构建政府、教师教育机构和专业组织的多元质量保障主体;建立质量保障主体合作对话协调机制;加强质量保障结果的有效利用。

The quality assurance of initial teacher education is the key to the improvement of teacher quality. Since the 1980s, in response to the requirements of the new public management reform, the trend of teacher educationtowards university education and the improvement of teacher quality, in the initial education in New Zealand, a quality assurance system with the government, universities and professional organizations as the main structure has been gradually established. The government uses funds as a lever to provide policy guidance;professional organizations focus on the quality of initial teachers’ teaching and academic research with professional expertise;universities mainly control the quality of the whole process of teacher training. The quality assurance of initial teachers’ education in New Zealand has formed a multi-layer structure system that is actively interrelated, and shown the characteristics of the diversification of quality assurance subjects, the coordination of quality assurance processes, and the usability of quality assurance results. The effectiveness of New Zealand’s initial teacher education quality assurance system can be seen from the fact that teachers in New Zealand have good teaching preparation, high career satisfaction and students in New Zealand good academic performance. Therefore, the experience of New Zealand can bring a useful inspiration for the construction of the quality assurance system of initial teacher education in China: to construct diversified assurance subjects of the government, teacher education institutions and professional organizations;to establish a coordinated mechanism which guarantees the cooperation and dialogue among the assurance subjects;to strengthen the effective use of assurance results.