OECD對發達國家教師繼續教育政策的分析：框架和主要結論

OECD's Analysis of Continuing Education Policy for Teachers in the Developed Countries: Framework and Main Conclusions

在教师继续教育由学历补偿转向专业发展后，提高教师继续教育效果的工作变得复杂起来。直接将培训和教师晋升、奖励等结合起来的作法往往效果不佳，难以做到支持教育改革、提高教育适应社会变革能力的目标。本文根据OECD对教师政策的系列研究报告，对OECD教师继续教育政策分析的框架和主要结论进行了介绍。

As the priority of teachers' in-service training shifts from diploma attainment to professional development， improving the effectiveness of teacher's in-service training becomes more and more complicated. If teacher's in-service training is directly related to providing extrinsic incentives e. g. promotion and rewards， it is hard to facilitate educational changes and making education adaptable to social changes. Based on a series of research reports on attracting， retaining and developing effective teachers given by OECD， this article draws a logic diagram and reaches main conclusions of OECD's analytical framework.