中国近十年来对美国教师教育认证制度研究的回顾与展望

The Review and Outlook of Chinese Research on American Teacher Education Accreditation over the Last Ten Years

伴随着我国基础教育发展对教师质量要求的提高以及教师教育自身的变革，我国极需完善教师教育认证制度。为此，许多学者对美国教师教育认证制度进行研究，以他山之石攻玉，近年来这类研究文章越来越多，因此有必要对已有研究作一个梳理和总结，以便把握现在的研究水平和明了未来的研究方向。我国研究的成就可分为三类：介绍叙述型、分类命名型、深入阐释型。其中以前两类研究为主，阐释性研究文献非常少。已有研究的不足表现在四个方面：研究层次主要停留在介绍、叙述和特征分析上；研究内面比较窄；未在一个系统框架内理解美国教师教育机构认证制度；未在一个整体的制度框架上来研究美国教师教育认证制度对我国的参考价值。

With the development of Chinese primary education which requires higher teacher quality， we need to improve teacher education accreditation system. That’s why many scholars research on American teacher education accreditation to borrow ideas from them. These literatures are more and more in recent years， so it is necessary to have a study of previous research， so as to know the direction for further research. The researches have already done can divide into three categories：introduction， classification and in─depth explanation. And it’s mainly on introduction and classification. The insufficiency of the previous research is manifested in the following four aspects：the research is mainly on the level of introduction， narration and character analysis；the contents involve narrow aspects；the understanding of American teacher education accreditation system is not in a systematic framework；the value of American teacher education accreditation system to Chinese teacher education is lack of holistic institutional framework.