教育科学 ›› 2022, Vol. 38 ›› Issue (3): 1-7.

• 教师教育研究 •    下一篇

教师教育认证的循证逻辑*——基于CAEP2018版认证标准的分析

朱旭东1, 赵英2, 武尚文2   

  1. 1.北京师范大学 教师教育研究中心,北京 100875
    2.山西师范大学 教育科学学院,山西 太原 030031
  • 出版日期:2022-05-20 发布日期:2022-06-23
  • 作者简介:朱旭东(1965- ),男,浙江浦江人,北京师范大学教育学部部长,教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心主任,教授,博士生导师,主要从事教师教育、比较教育研究。|赵英(1983- ),男,山西昔阳人,山西师范大学教育科学学院党委书记,副教授,硕士生导师,教育学博士,主要从事教师教育理论与政策研究。|武尚文(1998- ),女,山西太谷人,山西省高等学校人文社会科学重点研究基地山西师范大学教师教育研究中心科研助理。
  • 基金资助:
    * 山西省高等学校人文社会科学重点研究基地项目“教师教育质量自我评估制度建构研究”(20210147)

Evidence-Based Logic of Teacher Education Certification: An Analysis Based on the 2018 Edition of the CAEP Certification Manual

Zhu Xudong1, Zhao Ying2, Wu Shangwen2   

  1. 1. Center for Teacher Education Research,Beijing Normal University,Beijing 100875,China
    2. School of Education Science,Shanxi Normal University,Taiyuan Shanxi 030031,China
  • Online:2022-05-20 Published:2022-06-23

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摘要：

美国教育者培养认证委员会(CAEP)2018版认证手册以强化质量保障、注重持续改进、确保证据有效为认证目标,构建了覆盖教师教育机构内部的由质量保障和持续改进标准,准教师知识掌握和运用标准,教师教育临床实践标准,生源质量、招生和认证标准以及准教师培养结果标准等五个维度所组成的教师教育质量认证标准体系及与之配套的证据体系,凸显出“目标、标准、证据”紧密衔接的循证逻辑。借鉴相关经验,结合我国实践,师范类专业认证应进一步强化认证标准与证据的契合性,完善证据体系,强化多元联动,形成基于全证据链分析的教师教育质量持续改进机制。

关键词: CAEP, 教师教育质量, 认证, 循证, 证据

Abstract:

The 2018 edition of the Council for Accreditation Educator Preparation (CAEP) manual strengthens quality assurance, focuses on continuous improvement, and ensures that the certification objectives are valid. It has constructed a five-dimension teacher education quality accreditation standard system and its supporting evidence system, covering the quality assurance and continuous improvement standards, the standards for prospective teachers’ knowledge mastery and application, the standards for clinical practice of teacher education, the quality of students, the standards for enrollment and accreditation, as well as the standards for the training results of prospective teachers, which highlights the evidence-based logic that “objectives, standards, and evidence” are closely linked. Based on relevant experience and China’s practice, teacher education accreditation should further strengthen the compatibility between accreditation standards and evidence, improve the evidence system, strengthen multiple linkages, and establish a continuous improvement mechanism of teacher education quality based on the whole evidence chain analysis.

Key words: CAEP, teacher education quality, accreditation, evidence-based, evidence

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