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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。
Accountability is an important topic in the reform and development of contemporary higher education in the United States. The form and content of accountability for teacher education in the U.S. Higher Education Act continue to improve through different historical stages. In October 2016, the latest revision of the Higher Education Law and the Regulations for Teacher Education Programs promulgated the reform of the accountability mechanism for teacher education from three aspects: perfecting the accountability indicator, establishing a flexible evaluation system, and promulgating to the public The effectiveness of teacher education programs to promote the disclosure of information; the quality of teacher education projects and funding related to guide students to participate in high-quality teacher education programs. The revised version reflects the characteristics and contradictions of the accountability of the federal government teacher education program: the federal government’s regulation of the state swings between accountability and self-government; the evaluation of value-added remains the main basis for accountability to teacher education; Constructivism to promote the quality of teacher education.