美國教師教育問責制的兩次轉型

Transitions of Accountability in American Teacher Education

20世紀90年代以后，問責制逐步在美國的教師教育中開展起來，這為教師培養的質量提供了保障。到目前為止，美國教師教育問責制先后經歷了三種表現形態:基于審核或認證標準的教師教育、未來教師在教師執照考試中的表現、未來教師對兒童學術成就的影響。從這三種形態中可以清晰地看出其兩次轉型:從輸入到輸出、從教師到兒童。

Since the 1990s， accountability with the focus of ensuring the high quality for teacher preparation has become more popular in American teacher education. Until now， three forms of teacher education accountability in American can be identified : teacher education based on standards related to program approval or accreditation， prospective teachers' performance in teacher licensing exams and their impacts on the achievement of children they taught. Under the three forms lie two transitions of Teacher education accountability， i.e.， from input to output and from prospective teachers to children.