陈婷婷;
CHEN Tingting;Institute of Higher Education,Zhejiang Sci-Tech University;

• 1:浙江理工大学高教研究所

摘要(Abstract)：

20世纪70年代以来,美国社会"公正观"实现了从强调"分配正义"到关注"环境无涉"的转变,与此同时,教师教育之于社会公正实现的基础性作用愈来愈受到美国教育学者与教育决策者的重视。美国社会从联邦/州政府、专业组织到教师培养机构等各个层面进行了一系列促进社会公正的教师教育政策与实践探索。其中,由美国联邦政府颁发的《每个学生成功法案》、教师培养认证委员会2013年推出的认证标准以及加州大学洛杉矶分校实施的教师教育项目,分别从创设支持教师教学与学习的知识、学校与社会环境、选拔与招募多元文化主义教师、提升教师与学校领导的社会公正领导力,以及实施基于学生成长证据的教师或教师教育项目评估办法等四个方面推动社会公正的发展,共同呈现出"平等"、"多元"与"个性化"的价值追求,反映了美国社会对社会公正与教师教育关系的深入思考。也为我国从教师教育角度"发展更加公平更有质量的教育"提供了有益借鉴。
Since the 1970 s,American notions about "social justice" completed the transition from the emphasis on "distributive justice" to "environment-freedom",accompanied by the importance of teacher education in promoting social justice,has getting more and more attention of the American education scholars and education policy makers. The American society has carried out a series of teacher education policies and practical explorations to promote social justice at all levels from federal/state governments,professional organizations to teacher training institutions.Among them,the Every Student Successes Act(ESSA)issued by the US federal government,the certification standards proposed by the Council for Accreditation of Education Preparation(CAEP),and the teacher education program of University of California,Los Angeles(UCLA)have tried to promote the development of social justice through creating knowledge,school and social environment to support teachers' teaching and learning,selecting and recruiting multicultural teachers,enhancing the social justice leadership of teachers and school leaders and implementing teacher or teacher education project evaluation methods based on the evidence of student growth,four aspects together present the value pursuit of "equality", "diversity" and "individualization",reflecting the deep thinking and practical exploration of the relationship between teacher education and social justice in American society,which provides a useful reference for "develop more equitable and quality education" from the perspective of teacher education in China.

关键词(KeyWords)： 社会公正;教师教育;ESSA;CAEP;UCLA;价值追求
social justice;teacher education;ESSA;CAEP;UCLA;value pursuit

Abstract:

Keywords:

基金项目(Foundation): 国家自然科学基金2017年面上项目“大国高等教育的崛起与发展研究”（项目编号：71774146）

作者(Author): 陈婷婷;
CHEN Tingting;Institute of Higher Education,Zhejiang Sci-Tech University;

Email:

DOI:

参考文献(References)：

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• (1)此前，AACTE就已开展教师教育认证工作，但并不成熟，难以统领全国性的认证工作。
• (2)包括1957年与1970年认证标准。
• (1)高需求学校是指低收入家庭儿童≥注册学生的50%的小学或中学，以及低收入家庭儿童≥注册学生的40%的高中。