美国教师专业发展学校:任务更新、取向转变及发展困境

American Professional Development Schools:Task Renewal,Orientation Transformation and Development

美国从20世纪80年代开始建立专业发展学校,旨在探索教师职前准备和教师专业发展的有效模式。2021年,全美专业发展学校联合会更新了专业发展学校的九项任务,对“何为专业发展学校”的再次界定,体现出专业发展学校“突出反种族主义和促进公平正义的社会目标”“强调职前教师在教学实习中促进反思能力的增长”“关注在职教师专业能力的多向度发展”等特征。专业发展学校九项任务的实现需要依托U-S合作的深化发展,因此,近年来美国专业发展学校在U-S合作的机制、目标与主体等取向层面有所转变。虽然美国专业发展学校在发展过程中取得了一定的成效,但其发展依旧面临着诸多问题与困境,主要包括:学校内部学术文化与实践文化之间的冲突;学校对在职教师的发展要求和外部教育目标之间的矛盾;大学教师个人追求与学校任务之间的错位。

Since 1980s,Professional Development Schools(PDS)have been estab-lished in the United States,aiming at exploring an effective model of teachers'pre-service preparation and professional development.In 2021,National Association for Professional Development Schools updated the nine tasks of PDS.The redefinition of"What is a profes-sional development school"reflected the characteristics of"highlighting the social goals of anti-racism and promoting fairness and justice","emphasizing the growth of pre-service teachers'reflective ability through clinical practice"and"paying attention to the multi-di-mensional development of in-service teachers'professional ability in primary and second-ary schools within PDS".The realization of the nine tasks of PDS depends on the deepening development of U-S cooperation.Therefore,in recent years,the orientation of U-S coopera-tion in PDS has changed.Although PDS have made some achievements in the development process,their development still faces many problems and dilemmas,including:the conflict between academic culture and practical culture in schools;The contradiction between the school's development requirements for in-service teachers and the external educational ob-jectives;The dislocation between college teachers'personal pursuit and organizational tasks.