杭 州 师 范 大 学
本科毕业设计（论文）外文翻译
题 目 卓越小学全科教师数学方向培养现状调查
——以杭州师范大学为例
Australian Journal of Teacher Education
2018
Professional Teaching Standards: A Comparative Analysis of Their History, Implementation and Efficacy
Kairen Call
University of the Sunshine Coast, kcall@usc.edu.au
Recommended Citation
Call, K. (2018). Professional Teaching Standards: A Comparative Analysis of Their History, Implementation and Efficacy. Australian Journal of Teacher Education, 43(3).
Retrieved from http://ro.ecu.edu.au/ajte/vol43/iss3/6
This Journal Article is posted at Research Online. http://ro.ecu.edu.au/ajte/vol43/iss3/6
Australian Journal of Teacher Education
Professional Teaching Standards: A Comparative Analysis of their History, Implementation and Efficacy.
Kairen Call University of the Sunshine Coast.
Abstract: Since the publication of results from the first iteration of testing within the Programme for International Student Assessment (PISA) and the ensuing media consternation and political rhetoric about teacher quality in education systems around the world, professional standards for teachers have been considered, developed and implemented globally in various forms. Justified by the argument that they raise teacher quality which in turn raises student outcomes, professional standards for teachers are being considered as an integral part of the solution to current deficits in education. This article explores the forces driving and restraining professional standards for teachers within international and Australian contexts and identifies ways in which initial teacher education programs can support their successful implementation.
Introduction
Professional standards for teachers can be traced back to the 1946 formation of the National Commission on Teacher Education and Professional Standards in the US. Their primary objective was to “hellip;upgrade the status of teaching to a profession” (Cochran-Smith amp; Zeichner, 2009, p.74). This body might well have begun the Professional Standards Movement within education, but it appears that some 70 years later there is still debate over the place of professional standards for teachers. Discussions range from questioning their necessity, to debating their content and formats, all of which are often underpinned by questions of how they should, might or will be used by those within and outside the profession. Hudson (2009) and Tuinamuana (2011) identify that there is lack of empirical evidence to demonstrate that professional standards will in fact raise the quality of teaching. Whilst conversely, professional standards have been considered by some as a way of providing learning and quality assurance in teaching (Tang, Cheng amp; So, 2006). However, Darling Hammond (1998) expressed that standards are not a magic bullet to solving educational issues and Hargreaves (2000) warns that:
hellip;defining professional standards in high-status, scientific and technical ways as
standards of knowledge and skill, can downgrade, neglect or crowd out the equally important emotional dimensions of teachersrsquo; work in terms of being passionate about teaching, and caring for studentsrsquo; learning and lives. (p.152) Regardless of the sentiment, professional standards for teachers are being considered,
developed and implemented globally in various forms and they are often justified by the argument that they raise the quality of teaching and that in turn raises student outcomes (Danielson amp; McGreal, 2000: Darling-Hammond, 2001). This article analytically and critically explores the current literature in this area, with a particular focus on the Australian context.
Vol 43, 3, March 2018
93
Australian Journal of Teacher Education
The first section of this article will discuss the connections between high quality teaching, international testing and professional standards for teachers. The article will then examine the approaches taken by the UK, Japan, US, China, Finland and Singapore whose current position of the 2016 PISA tables range from 1 – 27th. The article will then explore professional standards for teachers within the Australian context, before focusing on Initial Teacher Education (ITE) programs in Australian Universities. It will then propose future directions for research and possible methods of supporting the successful implementation of professional standards for teachers. Although this article does not claim to be a meta-review of scholarly work in this area it does provide a robust understanding of the driving and restraining forces for professional standards for teachers and places this topic in an historical context. To do this it focuses on research and literature that is highly relevant to both the past and present development of the topic, and in doing so argues for ways in which the proper implementation of professional standards for teachers can raise the quality of future teaching and learning in schools.
High Quality Teaching
Teaching in particular has long been a vulnerable profession. The play Man and Superman by George Bernard Shaw (1903) brought about the widely quoted phrase, he who can, does; he who canrsquo;t, teaches. Fairly or unfairly, this phrase, coined at the turn of last century, underscores how, in the west, the position of a teacher can be undermined and devalued. In many so called first world countries there is little status afforded to teachers, they are often maligned in the media and by politicians who question the quality of teachers and blame them for “many social ills and national failur
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Australian Journal of Teacher Education
Volume 43 | Issue 3
Article 6
2018
Professional Teaching Standards: A Comparative Analysis of Their History, Implementation and Efficacy
Kairen Call
University of the Sunshine Coast, kcall@usc.edu.au
Recommended Citation
Call, K. (2018). Professional Teaching Standards: A Comparative Analysis of Their History, Implementation and Efficacy. Australian Journal of Teacher Education, 43(3).
Retrieved from http://ro.ecu.edu.au/ajte/vol43/iss3/6
This Journal Article is posted at Research Online. http://ro.ecu.edu.au/ajte/vol43/iss3/6
Australian Journal of Teacher Education
Professional Teaching Standards: A Comparative Analysis of their History, Implementation and Efficacy.
Kairen Call University of the Sunshine Coast.
Abstract: Since the publication of results from the first iteration of testing within the Programme for International Student Assessment (PISA) and the ensuing media consternation and political rhetoric about teacher quality in education systems around the world, professional standards for teachers have been considered, developed and implemented globally in various forms. Justified by the argument that they raise teacher quality which in turn raises student outcomes, professional standards for teachers are being considered as an integral part of the solution to current deficits in education. This article explores the forces driving and restraining professional standards for teachers within international and Australian contexts and identifies ways in which initial teacher education programs can support their successful implementation.
Introduction
Professional standards for teachers can be traced back to the 1946 formation of the National Commission on Teacher Education and Professional Standards in the US. Their primary objective was to “hellip;upgrade the status of teaching to a profession” (Cochran-Smith amp; Zeichner, 2009, p.74). This body might well have begun the Professional Standards Movement within education, but it appears that some 70 years later there is still debate over the place of professional standards for teachers. Discussions range from questioning their necessity, to debating their content and formats, all of which are often underpinned by questions of how they should, might or will be used by those within and outside the profession. Hudson (2009) and Tuinamuana (2011) identify that there is lack of empirical evidence to demonstrate that professional standards will in fact raise the quality of teaching. Whilst conversely, professional standards have been considered by some as a way of providing learning and quality assurance in teaching (Tang, Cheng amp; So, 2006). However, Darling Hammond (1998) expressed that standards are not a magic bullet to solving educational issues and Hargreaves (2000) warns that:
hellip;defining professional standards in high-status, scientific and technical ways as
standards of knowledge and skill, can downgrade, neglect or crowd out the equally important emotional dimensions of teachersrsquo; work in terms of being passionate about teaching, and caring for studentsrsquo; learning and lives. (p.152) Regardless of the sentiment, professional standards for teachers are being considered,
developed and implemented globally in various forms and they are often justified by the argument that they raise the quality of teaching and that in turn raises student outcomes (Danielson amp; McGreal, 2000: Darling-Hammond, 2001). This article analytically and critically explores the current literature in this area, with a particular focus on the Australian context.
Vol 43, 3, March 2018
93
Australian Journal of Teacher Education
The first section of this article will discuss the connections between high quality teaching, international testing and professional standards for teachers. The article will then examine the approaches taken by the UK, Japan, US, China, Finland and Singapore whose current position of the 2016 PISA tables range from 1 – 27th. The article will then explore professional standards for teachers within the Australian context, before focusing on Initial Teacher Education (ITE) programs in Australian Universities. It will then propose future directions for research and possible methods of supporting the successful implementation of professional standards for teachers. Although this article does not claim to be a meta-review of scholarly work in this area it does provide a robust understanding of the driving and restraining forces for professional standards for teachers and places this topic in an historical context. To do this it focuses on research and literature that is highly relevant to both the past and present development of the topic, and in doing so argues for ways in which the proper implementation of professional standards for teachers can raise the quality of future teaching and learning in schools.
High Quality Teaching
Teaching in particular has long been a vulnerable profession. The play Man and Superman by George Bernard Shaw (1903) brought about the widely quoted phrase, he who can, does; he who canrsquo;t, teaches. Fairly or unfairly, this phrase, coined at the turn of last century, underscores how, in the west, the position of a teacher can be undermined and devalued. In many so called first world countries there is little status afforded to teachers, they are often maligned in the media and by politicians who question the quality of teachers and blame them for “many social ills and national failures” (Block, 2009. p.135). In fact, recent surveys in Australia point to high quality graduate teachers making the decision not to enter the profession due in part to its poor status (Ingvarson, Reid, Buckley, Kleinhe
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