Quality teachers, quality schools: International perspectives and policy implications
Quality teachers, quality schools: International perspectives and policy implications
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DOI：
10.1016/0742-051x(95)00055-o
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发表时间：
1996-09-01
影响因子：
3.9
通讯作者：
Stern, D
中科院分区：
文献类型：
--
作者：
Hopkins, D;Stern, D
教师是改善教育的核心。教育政策给学生带来的任何好处都需要教师采取扶持行动。为此，经合组织最近通过其教育研究和创新中心（CERI）对旨在提高教师质量的政策进行了比较研究。本文件介绍1993年进行的国别研究的主要结果。经合组织研究的概念框架的描述之后，文件的两个中心部分包含一个分析，第一，这些高度成就的教师的属性和活动，第二，他们工作的学校的主要特点。研究强调的高质量教师的主要特征是：承诺，爱孩子，掌握学科教学法和多种教学模式，与其他教师合作的能力，以及反思的能力。在个案研究中确定的支持高素质教师的学校水平特征是：对愿景和价值观的共识，教学和学习的组织，连贯的管理安排，正式和非正式的领导，工作人员的发展集中在工作场所，以及与社区和当地地区的有效关系。个案研究的证据表明，教师素质有三个来源-教师个人，个别学校和外部政策环境。在论文的最后一节中，这三个替代来源的教师质量进行了描述，以及从他们的政策含义。版权所有（C）1996 Elsevier Science Ltd
Teachers are at the heart of educational improvement. Any benefits that accrue to students as a result of educational policies require the enabling action of teachers. It is for this reason that the OECD, through its Centre for Educational Research and Innovation (CERI), recently undertook a comparative study of policies aimed at improving teacher quality. This paper presents the main findings of the country studies conducted in 1993. Following a description of the conceptual Framework of the OECD study, the two central sections of the paper contain an analysis first, of the attributes and activities of these highly accomplished teachers, and second of the key characteristics of the schools in which they work. The key characteristics of high quality teachers highlighted by the study are: commitment, love of children, mastery of subject didactics and multiple models of teaching, the ability to collaborate with other teachers, and a capacity for reflection. The school level characteristics supportive of high quality teachers identified in the case studies are: a consensus on vision and values, an organisation for teaching and learning, coherent management arrangements, formal and informal leadership, staff development Focused on the workplace, and effective relationships with the community and local district. The evidence of the case studies suggests that there are three sources of teacher quality-the individual teacher, the individual school, and the external policy environment. In the final section of the paper these three alternative sources of teacher quality are described, as well as the policy implications flowing from them. Copyright (C) 1996 Elsevier Science Ltd