李安琪;洪明;
LI Anqi;HONG Ming;College of Education,College of Teacher Education,Fujian Normal University;

• 1:福建师范大学教育学院教师教育学院

摘要(Abstract)：

OECD2018年发布的《有效的教师政策》报告以2015年进行的PISA评估相关调查数据为依据,分析了参与国(地区)教师资源配置的基本状况、有从教意愿学生的四项特征、获取PISA高分的参与国(地区)教师队伍建设的共性等问题,概括了世界教师政策的发展趋势:按"质"分配教师资源以保证有效流动;重塑并宣传教师职业属性以吸引优质青年;弥合各国教师专业发展差异以提升全球教师职业水准。
OECD published the report "Effective Teacher Policies" in 2018 that based on the relevant survey data of PISA evaluation that carried out in 2015. This report analyzed the shortage of teachers in various countries or areas which participated evaluation,the four characteristics of students who want to be teachers and the the general characteristics of teachers in high score countries or areas.It summarizes the development trend of the world teacher policy:allocating teachers' resources according to "quality" to ensure effective flow,reconstructing and spreading teachers' professional attributes to attract high-quality young people and bridging the difference of teachers' professional development to promote teachers' professional standard around the world.

关键词(KeyWords)： 教师队伍建设;国际趋势;OECD;《有效的教师政策》
construction of teaching force;international trend;OECD;Effective Teacher Policies

Abstract:

Keywords:

基金项目(Foundation): 2018年全国教育科学规划国家社科一般立项“美国实践取向教师教育历史演进研究”（项目编号：BOA180045）

作者(Author): 李安琪;洪明;
LI Anqi;HONG Ming;College of Education,College of Teacher Education,Fujian Normal University;

Email:

参考文献(References)：

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• (1)该报告对参与2015年PISA评估的72个国家（地区）进行分析，结论是对这些国家（地区）而言。其中，包括35个成员国和37个伙伴国，共54万名15岁中学生，以学生科学素养评估为主。
• (1)ESCS是“经济社会和文化地位指数”（Index of Economic Social and Cultural Statues）的英文简称。该指数由父母的最高教育程度、父母的最高职业地位和家庭拥有的财产三方面构成。OECD以ESCS的均值为基准，将参与国家（地区）的约15 000所学校按其15岁学生的ESCS数值大小，分成数量大致相同的四类：底端学校（bottom quarter）、二类学校（second quarter）、三类学校（third quarter）、高端学校（top quarter）。其中，底端学校被称为“最弱势学校（most disadvantage schools）”，高端学校被称为“最优势学校（most advantage schools）”。
• (1)在对各类学校的教师从教经验相关方面进行调查时，主要调查方法是向被随机抽取的21个参与国（地区）的教师发放调查问卷，获取从教经验方面的调查结果。其中，随机抽取了澳大利亚等11 个OECD成员（地区）以及中国等10个伙伴国（地区）。这些国家（地区）参与新手教师人数调查的共9万名教师。
• (1)在PISA2003中，将学生的阅读、数学、科学测试成绩分别划成五个、六个和六个等级，等级越高说明测试成绩越好。PISA2015沿用此方法，计算出三门成绩均达到最高等级的学生份额，以此确定了新加坡、日本、爱沙尼亚等19个高分国家（地区）。
• (1)就以下问题向教师发放问卷：（1）在确定学校的优先事项和目标时，努力与所有工作人员达成共识；（2）校长了解教师的需求；（3）校长给教师的专业学习带来了新想法；（4）校长视教师为专业人员；（5）校长确保教师参与决策。要求教师选择“强烈同意（strongly agree）”或“强烈反对（stronglydisagree）”，以此确定校长的管理和创新能力。
• (1)拉丁美洲（美国以南的美洲国家）19个讲西班牙语和葡萄牙语的国家，以及欧洲伊比利亚半岛（欧洲西南角）的西班牙、葡萄牙和安道尔在内的22个国家。