从PISA结果看我国教师教育的经验及趋势——职前教育对教师工作影响的差异性分析

Effects of Pre-career Education Types on Teaching Profession:Insights and Implications of Teacher Education in China Based on PISA Results

本文利用PISA2018京-沪-苏-浙四省市教师问卷数据,探讨教师教育的不同模式对教师职后工作的影响。总体来看,师范院校的培养对教师工作产生了积极影响:师范生在教学中更易采取有效教学策略,并且在长期教学中保有更强的专业精神;学校中师范生教师占比越高,学校总体成绩越好;在办学水平较高的学校,师范生表现出更好的工作状态。由此,本文认为教师教育应坚持以师范院校为主体,培养机构多元化;培养结构向上延伸至研究生阶段,形成“新三级”师范体系;职前和职后教育机构优势互补、有机衔接;加强专业精神、反思性实践、信息技术能力培养,扩展教师教育“新三门”。

This study leverages data from PISA2018(B-S-J-Z) teacher questionnaire to explore the effects of different modes of teacher education on teachers’ in-service competencies. The results show that normal education in general has generated positive impact on teaching profession: students of normal education are more likely to adopt effective instructional strategies and maintain a stronger professional spirit in long-term development;a higher proportion of teachers with normal education background at school level is related to the improvement of school’s overall performance;teachers with normal education background demonstrate better teaching competency in high-performing schools. Therefore, several policy implications are put forward: consolidate the primary role of normal universities in teacher education system accompanied by the engagement of diverse educational institutions;elevate the normal education system to cover postgraduate stage to form a “new three level” teacher education system;strengthen the association of pre-service and in-service teacher education institutions based on their complementary strengths and promote coordinated cohesion;enhance the cultivation of teachers’ professional spirit, reflective practice, and information technology skills to expand teacher education towards the “new three subject”.