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英国教育部官方发布英国教师标准

2020/12/21

 
作者:鲁子问
 
英国教育部刚刚发布英国官方的教师标准Teachers’ Standards,这一很新的教师标准特别明确了教师的教学要Adapt teaching to respond to the strengths and needs of all pupils。
这一标准从2012年9月起生效,也就是说,从此开始,基于优势与需求进行教学,成为英国国家的教师标准的内容,成为英国教师应该遵循的基本原则。
中国何时开始真正开展基于优势与需求的教学?
 
在英国(或加拿大、香港特区等地),取得学位(例如硕士、博士学位),与能走上讲台做教师之间并不能划等号,还必须取得相应的教师资格证才行。因为学位证明了学习能力和学识,而教师资格认证则证明具备教学实操能力,侧重点不同。
 
Department for Education
Teachers’ Standards
May 2012
 
PREAMBLE
Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.
 
PART ONE: TEACHING
A teacher must:
1 Set high expectations which inspire, motivate and challenge pupils
    • establish a safe and stimulating environment for pupils, rooted in mutual respect
    • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
    • demonstrate consistently the positive attitudes, values and behaviors which are expected of pupils.

2 Promote good progress and outcomes by pupils
    • be accountable for pupils’ attainment, progress and outcomes
    • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
    • guide pupils to reflect on the progress they have made and their emerging needs
    • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
    • encourage pupils to take a responsible and conscientious attitude to their own work and study.

3 Demonstrate good subject and curriculum knowledge
    • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
    • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
    • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
    • if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
    • if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4 Plan and teach well structured lessons
    • impart knowledge and develop understanding through effective use of lesson time
    • promote a love of learning and children’s intellectual curiosity
    • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
    • reflect systematically on the effectiveness of lessons and approaches to teaching
    • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5 Adapt teaching to respond to the strengths and needs of all pupils
    • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
    • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
    • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
    • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6 Make accurate and productive use of assessment
    • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
    • make use of formative and summative assessment to secure pupils’ progress
    • use relevant data to monitor progress, set targets, and plan subsequent lessons
    • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7 Manage behaviour effectively to ensure a good and safe learning environment
    • have clear rules and routines for behavior in classrooms, and take responsibility for promoting good and courteous behavior both in classrooms and around the school, in accordance with the school’s behavior policy
    • have high expectations of behavior, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
    • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
    • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8 Fulfill wider professional responsibilities
    • make a positive contribution to the wider life and ethos of the school
    • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
    • deploy support staff effectively
    • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
    • communicate effectively with parents with regard to pupils’ achievements and well-being.

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behavior and attitudes which set the required standard for conduct throughout a teacher’s career.
• Teachers uphold public trust in the profession and maintain high standards of ethics and behavior, within and outside school, by:
    o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
    o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
    o showing tolerance of and respect for the rights of others
    o not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
    o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

• Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

• Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
 
 
鲁子问教授简介:
  鲁子问,博士,教授,博士生导师,
    “中小学英语真实任务教学”、“学习方案教学”倡导者。
  华中师范大学教授
     国家《英语课程标准》专家组专家
     华中师范大学政治学研究院国家治理与考选制度研究所所长
  华中师范大学北京研究院副院长
  华中师范大学新农学院常务副院长
  国家《英语课程标准》专家组成员
  教育部英语教师专业标准学术委员
  中国外语战略中心客座研究员
  中国教育学会外语专业委员会学术委员
  内蒙古师范大学兼职教授
  吉林师范大学客座教授
  主要研究领域:
  外语教学、语言测试、语言政策、考选制度、跨文化教育。
  主要著作:
  《英语教学论》(二版)、ENGLISH PEDAGOGY、《学习方案教学理论与实践》、《新编英语教学论》、《小学英语教育学》、《中学英语教育学》、《中小学英语真实任务教学实践论》、《中小学英语真实任务教学理论与实践》、《小学英语课堂教学理论与实践》、《中学英语课堂教学理论与实践》、《中小学英语测试评价理论与实践》、《小学英语真实任务教学软件》等。
  主要教材:
  《英语教学论》(本科教材)
  ENGLISH PEDAGOGY (本科教材)
  《英语教学设计》(研究生教材)
  《英语》(外研社,中小学教材)
  《英语》(高教社,职业学校教材)
  主要课题:
  国家社科基金“外语政策与国家安全和社会发展”
  教育部项目“中小学英语教育动态真实原则研究与实验”
    “中小学英语教育动态真实原则推广性实验”
     教育部项目“中小学全效学习方案研究与实验”
  横向课题“国家治理与考选实践”项目
  教育部“中小学英语教育动态真实原则研究与实验”项目
  教育部“指导小学英语教学”项目
  教育部“高中英语新课程研修培训”项目
  山东省高中、初中英语教师培训项目