宁莹莹;
NING Yingying;School of Education Science,Nanjing Normal University;

• 1:南京师范大学教育科学学院

摘要(Abstract)：

以"专业标准"、"绩效管理"和"持续专业发展"为核心要素的新专业主义成为近年来英国教师教育改革和教师专业发展政策制定的指导理念。在此背景下英国面向进入学校任教的新教师实行法定入职教育制度,该制度的推出有着深刻的现实指向和实践愿景。通过实施个性化的入职方案、同伴互助式的入职导师制度、贯穿全过程的质量监测体系、多群体参与的运行机制,保障了入职教育项目的有效实施。入职教育实践极大地丰富了入职教育的内涵,提高了新教师的留任率和质量,推动新教师从职业生存走向持续专业发展。但伴随着新专业主义理念带来的争议,入职教育实践也凸显出一些不足。剖析英国入职教育实践模式的成效与经验,对我国教师职后教育和专业发展具有一定的借鉴意义。
The new professionalism with "professional standards", "performance management" and "continuous professional development" as its core elements has become the guiding concept of teacher education reform and teacher professional development policy formulation in Britain in recent years. In this context,the UK implements statutory induction for newly qualified teachers,which has a profound practical direction and vision.Through the implementation of personalized induction programs,peer-to-peer induction tutor system,quality monitoring system throughout the whole process,and multi-group participation operating mechanism,the effective implementation of induction system is guaranteed. The practice of NQTs induction has greatly enriched its connotation,improved the retention rate and quality of new teachers,and promoted new teachers from survival to continuous professional development. However,with the controversy brought by new professionalism,the induction system has also highlighted some shortcomings. Reflecting on the effectiveness and experience of the induction practice model in UK has certain enlightenment to the in-service training and professional development of teachers in China.

关键词(KeyWords)： 英国;教师入职教育;新专业主义;教师专业发展
Britain;induction for newly qualified teacher;new Professionalism;teacher's professional development

Abstract:

Keywords:

基金项目(Foundation):

作者(Author): 宁莹莹;
NING Yingying;School of Education Science,Nanjing Normal University;

Email:

DOI:

参考文献(References)：

• [1]教育部等五部门.关于印发《教师教育振兴行动计划（2018-2022年）》的通知[EB/OL].[2018-03-22].http://www.moe.gov.cn/srcsite/A10/s7034/201803/t20180323_331063.html.
• [2]教育部教师工作司.关于印发《教师培训者团队研修指南》等11个文件的通知[EB/OL].[2020-03-27].http://www.moe.gov.cn/s78/A10/A10_gggs/A10_sjhj/202003/t20200330_436306.html.
• [3]Df EE(Department for Education and Employment).Teachers:Meeting the Challenge of Change[M].London:The Stationery Office,1998:8-14.
• [4]Morris,E..Professionalism and Trust:The Future of Teachers and Teaching[M].London:Secretary of State for Education and Skills to the Social Market Foundation,2001:19.
• [5]Anne Storey.How Fares the"New Professionalism"in Schools?Findings from the"State of the Nation"Project[J].Curriculum Journal,2009,20(2):121-138.
• [6]Df ES(Department for Education and Skills).The Five Year Strategy for Children and Learners[M].London:HMSO,2004:66.
• [7][22][23]David Pedder,et al.."Schools and Continuing Professional Development in EnglandState of the Nation"Research Study:Policy Context,Aims and Design[J].The Curriculum Journal,2010,21(4):365-394.
• [8]Totterdell,M.,Jones,C.,Bubb,S.,et al.The Induction of Newly Qualified Teachers:Policy into Practice[J].Journal of Analytical Atomic Spectrometry,2002,16(10):1121-1125.
• [9]Department for Education.Teacher Recruitment and Retention Strategy[EB/OL].[2019-02-05].https://www.gov.uk/government/publications/teacher-recruitment-and-retention-strategy.
• [10]David,J.L..What Research Says About Teacher Recruitment Incentives[J].Educational Leadership,2008,65(7):84-86.
• [11]Department for Education.The Importance of Teaching:The Schools White Paper 2010[EB/OL].[2010-11-24].https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/175429/CM-7980.pdf.
• [12]Df EE(Department for Education and Employment).The Induction Period for Newly Qualified Teachers[R].London:Df EE(Circular 5/99),1999:1.
• [13][14]Department of Education.Induction for Newly Qualified Teachers(England):Statutory Guidance for Appropriate Bodies,Headteachers,School Staff and Governing Bodies[EB/OL].[2018-04-01].https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/851336/Statutory_Induction_Guidance_2019.pdf.
• [15][17][18]Training and Development Agency for Schools.Essential Guide for NQT Induction Tutors[EB/OL].[2010-07-03].https://dera.ioe.ac.uk/13835/1/essential_guide_for_induction_tutors.pdf.
• [16]Df EE(Department for Education and Employment).The Induction Period for Newly Qualified Teachers[R].London:Df EE(Circular 582/2001),2001:26.
• [19]Department for Education.Induction Appeals Procedures[EB/OL].[2018-09-13].https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/740468/induction_appeals_procedures_updated_May_2018.pdf.
• [20][25]Sara Bubb,et al..Accountability and Responsibility:"Rogue"School Leaders and the Induction of New Teachers in England[J].Oxford Review of Education,2005,31(2):255-272.
• [21]Beck,J..Governmental Professionalism:Re-professionalising or De-professionalising Teachers in England?[J].British Journal of Educational Studies,2008,56(2):119-143.
• [24]Lindsey Smethem,Ken Adey.Some Effects of Statutory Induction on the Professional Development of Newly Qualified Teachers:A Comparative Study of Pre-and Post-induction Experiences[J].Journal of Education for Teaching:International Research and Pedagogy,2005,31(3):187-200.
• [26]Department for Education.Newly Qualified Teachers(NQTs):Annual Survey 2017[EB/OL].[2018-09-05].https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/738037/NQT_2017_survey.pdf.
• [27]Rowley,J.B..The Good Mentor[J].Educational Leadership,1999,56(8):20-22.
• [28]Baier,A..Trust and Antitrust[J].Ethics,1986,96(2):231-260.
• [29]Martin,M.,Rippon,J..Everything is Fine:The Experience of Teacher Induction[J].Journal of In-service Education,2005,31(3):527-544.
• [30]Hoy,W.K.,Tschannen-Moran M..Five Faces of Trust:An Empirical Confirmation in Urban Elementary Schools[J].Journal of School Leadership,1999,9(3):184-208.
• [31]Tickle,L..Teacher Induction:The Way Ahead[M].Buckingham:Open University Press,2000:52.