国际组织教师教育改革政策比较:4R危机管理的视角

Comparison of Teacher Education Reform Policies in International Organizations:The Perspective of 4R Crisis Management

联合国教科文组织、经合组织和世界银行三大国际组织从4R危机管理理论中的缩减、预备、反应和恢复四个环节出发,发布了一系列针对以新冠病毒感染疫情为代表的全球公共卫生危机中教师教育改革与发展的政策文件与发展报告。经合组织和世界银行提出的政策框架都以疫情时期教师教育改革的质量与公平为主要目标,其政策框架具有系统性、综合性、阶段性和循环性的特点;联合国教科文组织的政策回应更加强调人道主义和包容性的原则。这三大国际组织发布的相关文件对我国教师教育改革与发展具有一定启示意义:一是需要进一步提升教师的在线教学设计能力和信息素养,推动线上与线下教学的统筹协调发展;二是教师要适应危机中多种角色期待与要求;三是需要关注危机中教师专业发展的多元需求。

UNESCO,OECD,and the World Bank have issued a series of policies and reports on teacher education reform and development in the global public health crisis,such as COVID-19,based on the four components of 4R crisis management theory:reduction,preparedness,response,and recovery.The policy frameworks proposed by the OECD and the World Bank both focus on the quality and equity of teacher education reform during epidemics and are systematic,comprehensive,phased,and cyclical.In contrast,UNESCO’s policy emphasizes humanitarian and inclusive principles.The policies and reports issued by these three international organizations provide important implications for the reform and development of teacher education in China.First,teachers’online teaching design skills and information literacy need to be further enhanced to promote the integrated and coordinated development of online and offline teaching.Second,teachers need to adapt to the expectation and requirements of playing multiple roles in the postepidemic era.Third,attention needs to be paid to the multiple needs of teachers in their professional development.