发展高于问责——芬兰教师评价的实践路径与支持系统

Development above Accountability——Practical Path and Support System of Teacher Evaluation in Finland

芬兰教师评价注重发展而相对弱化问责,总体呈现出“发展高于问责”的实践特征,具体体现在评价目的、主体、内容、方法以及结果使用等诸多方面。芬兰发展性教师评价厚植于其支持系统之中,社会基础、治理支撑、校长引领、专业赋能和研究驱动是构成这一系统的五大要素。这启示我们要注重评价的发展导向、提升校长领导与评价能力、提高教师职前培养质量以及促进教师自主合作;更值得关注的是,只有将教师评价改革放在社会发展背景与教育治理体系中,通过各方持续努力、同步推进制度建设和文化培育,才能最终形成良好的评价生态。

Finnish teacher evaluation focuses on the development and relatively weakens the accountability. It generally shows the practical characteristics of “development above accountability”, which is specifically reflected in the evaluation purpose, subject, content, methods, and result use. Finland’s developmental evaluation of teachers is deeply rooted in its support system. Social foundation, governance support, principal guidance, professional empowerment, and research drive are the five elements of this system. This enlightens us to pay attention to the development orientation of evaluation, improve the leadership and evaluation ability of principals, improve the quality of teachers’ pre-service training, and promote teachers’ autonomous cooperation. What is more noteworthy is that only by putting the reform of teacher evaluation in the social development background and the education governance system, and through the continuous efforts of all stakeholders, the promotion of the system construction and cultural cultivation simultaneously can a good evaluation ecology finally forms.