数据、评价与问责:教师教育质量保障的困境破解——美国《高等教育法》教师教育项目条例修订稿评述

发布时间：2018-04-30 19:25

  本文选题：教师教育 + 数据共享　； 参考：《山西大学学报(哲学社会科学版)》2017年05期

【摘要】：问责是当代美国高等教育改革与发展的重要议题,美国《高等教育法》对教师教育的问责形式和内容经过不同历史阶段的演进,不断走向完善。2016年10月公布的《高等教育法》"教师教育项目条例"最新修订稿中,主要从三方面推动教师教育问责机制的改革:完善问责指标,确立灵活评价体系;向社会公布教师教育项目的效能,促进信息公开;将教师教育项目质量与资助关联,引导学生参加高质量的教师教育项目。修订稿反映了美国联邦政府教师教育项目问责的特征与矛盾:联邦政府对州的监管在问责与自治间摇摆;增值性评价依然是对教师教育进行问责的主要依据;强调通过市场力量推动教师教育质量提升的消费主义观念。
[Abstract]:Accountability is an important topic in the reform and development of higher education in contemporary America. The form and content of accountability for teacher education in the higher Education Act of the United States have evolved through different historical stages. In the latest revised draft of "regulations on teacher Education Project" published in October 2016, the reform of accountability mechanism of teacher education is mainly promoted from three aspects: perfecting accountability index and establishing flexible evaluation system; To publicize the effectiveness of teacher education projects to the society, to promote the disclosure of information, to link the quality of teacher education projects with financial support, and to guide students to participate in high-quality teacher education projects. The revised draft reflects the characteristics and contradictions of the accountability of the federal government's teacher education program: the federal government's supervision of the state fluctuates between accountability and autonomy, and the value-added evaluation is still the main basis for the accountability of teacher education; Emphasis on promoting the quality of teacher education through market forces to improve the concept of consumerism.
【作者单位】： 北京师范大学国际与比较教育研究院;山西大学教育科学学院;
【基金】：山西省教育科学规划指令性课题“地方大学教育学专业学生实践能力提升研究”(ZL-13002)
【分类号】：D971.2;DD912.1;G451
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本文编号：1825861