OECD参与全球教师治理的价值取向与实践策略

Values and Strategies of OECD Participation in Global Teacher Governance

全球教师治理是优化国际教师教育政策、提升各国教师队伍质量的重要路径。从教师作为一种劳动力类别出发,并以20世纪90年代为时间起点,可以将OECD参与全球教师治理的发展历程分为初步关注、逐渐探索和深入开展三个阶段。OECD参与全球教师治理的价值取向主要包括教师发展取向、教育发展取向和社会发展取向;其中教师发展取向旨在推动各国建立高质量的教师队伍,教育发展取向旨在改善其成员国教育系统的公平、质量和效率,社会发展取向旨在促进全球经济社会的发展。为了保障全球教师治理的顺利推进,OECD强调以加强认知规范、促进观察模仿和开展监测比较作为实践策略。借鉴OECD参与全球教师治理的有效经验,我国需要在教师队伍建设过程中进一步建立健全教师评价指标体系、加快解决教师领域关键问题、不断提高教师政策创新能力。

Global teacher governance is an important way to optimize international teacher education policies and to improve teachers quality in various countries.Since 1990s,with a focus on teachers as labor force,OECD participation in global teacher governance can be divided into three stages:initial attention,gradual exploration and in-depth development.The value in OECD participation in global teacher governance mainly includes teacher development orientation,educational development orientation and social development orientation.Teacher development orientation aims to promote the establishment of high-quality teachers in each country.Education development orientation aims to improve the equity,quality and efficiency of the education system of its member countries.Social development orientation aims to promote the global economic and social development.To ensure a smooth progress of global teacher governance,OECD put emphasis on strengthening cognitive norms,promoting observation and imitation,and implementing monitoring and comparison as practical strategies.Drawing on the effective experience of OECD,our country needs to establish and improve the teacher evaluation index system,speed up the solution of the key problems in the field of teachers,and improve the policy innovation capacity of teachers constantly in the process of teacher construction.